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Teaching online glossary

The Learning and Teaching Glossary has been adapted in response to the unprecedented challenges posed by Covid-19.  The Glossary includes a new section on online learning which provides guidance with regard to the structuring and organization of teaching activities in an online environment.  

This information is provided to capture the understanding of learning and teaching activities that can be delivered through online learning, while enabling academic colleagues to be creative in their approach. The use of consistent approaches to the scheduling and organization of teaching activities will assist with informing and managing student expectations and learning experiences in line with the Consumer Rights Act of 2015.

June 2020

 

DMU Learning and Teaching Glossary of terms for Online Learning (OLL)

Jump to term:

  1. Synchronous session
  2. Asynchronous session
  3. Online lecture
  4. Online seminar
  5. Online tutorial
  6. Online workshop
  7. Online laboratory
  8. Online discussion
  9. Online demonstration
  10. Online simulation
  11. Online game
  12. Online case studies
  13. Online problem-based learning
  14. Online guided design

1. Synchronous session

A live session delivered via an online Web/VLE Platform which may engage participants via the following:

  • Streaming video platforms
  • Live chats, individually or course-wide
  • Live engagement on forums on discussion boards
  • Web conferencing tools
  • Videos (e.g. embedded links to clips)
  • Student participation with peers, including group working and co-creation
  • Office hours
  • Knowledge checks
  • Questions and Answers
  • Supervision meetings, such as dissertations

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Please be aware that 250 participants is presently the maximum number of participants in a Blackboard Collaborate Ultra and MS Teams meeting.  Synchronous sessions with more than 250 participants would require a MS Teams Live event. In reality, however, synchronous sessions should be less than 250 participants with large module numbers broken down into more manageable cohort sizes as per pedagogy guidance document.

Additional guidance:

This type of session will be timetabled to ensure student opportunity to engage virtually with live teaching. 

There will be a need to take into consideration time zones which may require the same session to be run at different times. 

Because the session is running in real time there is likely to be an immediate response to any student questions and subject conversation/interaction by the course convener. This may require two members of staff to deliver a synchronous session, i.e. one to deliver the content and another to manage the chat box and deal with Q&A. 

NB: Recordings from the session may be used as asynchronous learning materials as a review or revision aid. 

NB:  Please note that recordings of synchronous teaching sessions should be in accordance with DMU policy.  As a general rule, teacher-led synchronous sessions can be recorded, whereas synchronous sessions that promote student engagement should not be recorded.

2. Asynchronous session

An independent ‘stand-alone’ session delivered via a Web/VLE Platform which has been pre-created to deliver academic content for access by students at their own-pace.  Content is available 24 hours daily, 7 days a week. Asynchronous content will, however, need to be tightly monitored, with the lives of forums and discussion boards requiring regular review for checking on student progress.

The characteristics of this type of learning may include:

  • Pre-recorded teaching sessions in PowerPoint with/without voiceover (or equivalent) that ensure equitable alternatives in accordance with DMU Replay policy
  • Pre-recorded teaching sessions in DMU Replay
  • Podcasts
  • Video and Radio (please note that there will be a need to consider captioning requirements via DMU Replay in accordance with UDL policy)
  • Blogs
  • Broadcast media such as online news, art or performance.
  • Links to journal articles or online data sets
  • Interactive knowledge checks 
  • Recorded practical demonstrations
  • Forum or discussion boards
  • Accessible support materials to enable learners to engage independently with online content.
  • Student developed – co-created materials.
  • Email opportunities to clarify content with content developer.

These sessions would be accessible via Blackboard Module shells.

Additional guidance

This type of session is not timetabled, but is available to students who cannot attend synchronous learning sessions or who prefer to review or engage academically as independent learners.

It is unlikely as a result of the type of learning that there will be immediate responses to student questions.  Any questions will need to be directed to the course convenor for a later response.

3. Online lecture

A formal teaching session which is structured to impart guidance/learning/information to students on-line but, which is used in collaboration with interactive educational content, providing opportunities to engage.

Additional guidance

In 2020-21 lectures will be delivered in an asynchronous format (unless exceptionally agreed as synchronous) and recorded for students to subsequently review.

4. Online seminar

A smaller group meeting, which is supported online via web conferencing tools, which provides students with an opportunity to develop their learning about a topic by engaging synchronously with peers and academic staff. 

Previously taught lecture materials can thus be used as a learning foundation from which a structured seminar might develop a deeper level of more critical understanding or learning around a subject.

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This will usually be delivered synchronously and will require to be timetabled. 

Seminars would not normally be recorded because of the nature of student interaction/discussion. 

5. Online tutorial

This process enables an individual or small group of students to directly engage with a lecturer via online platforms in order to provide learning support or clarify challenging concepts.  This type of session could include support for dissertation students. 

These sessions would typically be delivered via MS Teams. 

Additional guidance

This will usually be delivered synchronously.

Tutorials would not normally be recorded because of the nature of student interaction/discussion.

6. Online workshop

An online workshop that provides students with the capacity to engage in intensive discussion and activity on a particular subject or project. This may be of a practical nature or based on shared theoretical concepts.

The characteristics of this session may include:

  • Interactive sessions that provide students with the opportunity to engage in experimental learning.

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This will usually be delivered synchronously and will require to be timetabled.  

Sessions may be recorded for asynchronous review by individual or group if they are in line with DMU recording policy.

Workshop sessions that involve students having remote access to the likes of IT labs will have to be timetabled to ensure student access. IT labs that are being used in a remote access arrangement cannot be accessed physically in the event that it is possible to be on campus. 

Interactive online workshops will require clear guidance being provided to students on how the workshop will work and the protocols for the session.

7. Online laboratory

Online laboratories provide an interactive platform to enable students to engage in experimental learning.  The characteristics of this session may include:

  • Students being provided with remote access to equipment such as laboratory equipment and PC labs.
  • Simulating data collection
  • Performing or simulating data entry and processing
  • Analysing data
  • Providing conclusions about results

These sessions would typically be arranged via specialist IT remote access solutions.

Additional guidance

This will usually be delivered synchronously and will require to be timetabled. 

Sessions may be recorded for asynchronous review by individual or group if they are in line with DMU recording policy. 

These sessions will require clear guidance and instructions. Because these sessions are likely to run in real time, students should be provided with questions that enable them to obtain feedback so as to assist their understanding.

8. Online discussion

Online discussions may take place as part of an asynchronous learning session or as synchronous academic work.

The characteristics of this type of session may include:

  • A safe space to exchange ideas or clarify understanding with peers or lecturers.
  • An opportunity to develop ideas.
  • The ability to critically review both academic and non-academic content or ideas. 

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This session could be delivered synchronously or asynchronously. 

Academic colleagues may want to schedule synchronous sessions that are timetabled to support/review student questions/comments.

9. Online demonstration

An online demonstration (usually delivered as a pre-recorded video) which provides learners with a visual representation of a practical skill which may later be applied by them in a practical situation. This could also be delivered via an online platform demonstrating specific skills, for example a clinical skills site. 

These sessions would be accessible via Blackboard Module shells.

Additional guidance

This session could be delivered synchronously and asynchronously.

Synchronous sessions may be timetabled. 

Synchronous sessions are likely to be recorded for asynchronous review by individual or group if they are in line with DMU recording policy.

10. Online simulation

Online simulations may be used to reinforce key concepts and let students explore them in a real-world context. Elements of course content can be applied to scenarios which can be supported by open source content to develop the richness of the learning materials/online engagement.

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This session could be delivered synchronously and asynchronously.

Synchronous sessions may be timetabled.

These sessions are unlikely to be recorded given the nature of the student discussion and interaction.

11. Online game

Online games enable students to gain practical experience in the digital environment thus enabling a rich learning experience but also an opportunity to virtually reflect their knowledge and competence within the game. 

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This session could be delivered synchronously and asynchronously. 

Synchronous sessions may be timetabled. 

These sessions are unlikely to be recorded given the nature of the student discussion and interaction.

12. Online case studies

Case study exercises delivered within an online environment enable learning opportunities which are based within real or imagined situations.  Group or single responses to cases enable the development of critical learning skills and provide student opportunities to develop research and problem-based skills.

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This session will usually be delivered asynchronously and will not be timetabled. 

Academic colleagues may want to schedule synchronous review sessions that are timetabled to support/review student questions/comments.

13. Online problem-based learning

Problem-based exercise sessions online enable students independently or in groups to develop practical responses to societal or practical problems.

Discussion boards, chat rooms and wikis may be utilized to facilitate free flow of ideas. These can be facilitated by the academic lecturer, but may also be peer facilitated as well as being used for co-creation.

These sessions would typically be delivered via Blackboard Collaborate Ultra and MS Teams.

Additional guidance

This session will usually be delivered asynchronously and will not be timetabled. 

Academic colleagues may want to schedule synchronous review sessions that are timetabled to support/review student questions/comments.

14. Online guided design

A process online in which students are supported to investigate, review and reflect independently on tools, research materials and learning resources which will support their responses to ‘open ended ‘problems.

These sessions would be accessible via Blackboard Module shells.

Additional guidance

This session will usually be delivered asynchronously and will not be timetabled. 

Academic colleagues may want to schedule synchronous review sessions that are timetabled to support/review student questions/comments