1. Audio. Please keep off unless you
wish to speak
Video. Camera off saves bandwidth &
results in better experience
Chat & Settings panel
Introduce yourself in Chat.
The chat is monitored, so feel
to use it to ask questions
Use gear icon to set up audio
& video and/or adjust your
Use participants icon to see
others in webinar
Use the Session Panel (top
left of your screen) to leave
Welcome to Online Learning Basics!
2. Land Acknowledgement
We acknowledge the traditional territory on which we are gathered today:
Unceded territory of the Squamish, Tsleil-Waututh and Musqueam
Traditional territory of the Lekwungen people (Songhees and Esquimalt
Nations), and WSÁNEĆ (Saanich) (Victoria)
Type in the chat: where are you right now?
3. Upcoming at BCcampus
• May 6 3pm: Reducing Student Stress – Tips & Tricks for
Students with Online Learning
• May 8 10am: Open Conversation with B.C. and Ontario
Open Education Fellows Chad Flinn & Bill Ju
• May 11-31: Facilitating Learning Online (FLO)
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1. Course Delivery Models
2. Synchronous/Asynchronous Learning
3. Tools of the Trade
4. Community of Inquiry Model
5. Components of Online Learning
6. Best Practice Recommendations
7. Open Resources for Trades
5. On a scale of 0-5, how much experience do you
have teaching online?
Make a mark on the line...
I have taught an online course
(i.e., I am very comfortable)
I have never taught online
(i.e., I am a complete newbie)
8. Bates, T. (2011). Models for selecting and using technology: 4. Synchronous or asynchronous? Retrieved from
Require all those participating in the
communication to participate together, at the
Enable participants to access information or
communicate at different points of time, usually at
the time of choice of the participant.
• Live webinar/video conferencing
• Telephone conference calls
• Instant Messaging
• Discussion forum
• Pre-recorded video lecture
• Course Readings
• Increased emotional attachment
• Flexibility for learner
• Provides time & space to think
• Low bandwidth
• Technically resource intensive (bandwidth)
• Can be draining
• Inclusivity & Accessibility
• Technical challenges are live
• Activities often take longer
• Can be more challenging to develop
• Feedback takes time
14. “An educational community of
inquiry is a group of individuals
who collaboratively engage in
purposeful critical discourse and
reflection to construct personal
meaning and confirm mutual
WHAT IS A COMMUNITY OF INQUIRY?
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-
based environment: Computer conferencing in higher education model. The
Internet and Higher Education, 2(2-3), 87-105.
is the ability of
participants to identify
with the community,
purposefully in a trusting
relationships by way of
projecting their individual
is the extent to which
learners are able to
construct and confirm
sustained reflection and
is the design, facilitation,
and direction of cognitive
and social processes for
the purpose of realizing
GARRISON, D. R., ANDERSON, T., & ARCHER, W. (2000). CRITICAL INQUIRY IN A TEXT-BASED
ENVIRONMENT: COMPUTER CONFERENCING IN HIGHER EDUCATION MODEL. THE INTERNET AND
HIGHER EDUCATION, 2(2-3), 87-105.
16. Components of Online Learning
• How will you get content to
students in the easiest and
most accessible way?
• How will students engage with
• How will you as an instructor
feasibly communicate with
• How will they communicate
• How will students
communicate with each other?
• How will students collaborate
and work together?
1. Be present.
2. Less is more. Everything takes longer.
3. Establish a safe learning environment.
4. Establish a regular schedule for communication.
5. Be clear and direct with expectations & instructions.
6. Create social interaction opportunities for learners.
7. Don’t underestimate asynchronous.
8. Use the tools provided by your institutions.
9. Proceed with care and empathy.