This document discusses a small-scale research project where university teachers participated in an online learning environment for a week to experience online learning from a student's perspective. After the experience, the teachers discussed their reflections in a focus group. The main results were that the teachers developed practical skills in using online tools, learned to evaluate the appropriate application of technology to support learning. They also gained an appreciation for managing their online identity and the importance of emotional empathy in online learning. The experience gave them a greater awareness of both the possibilities and limitations of online learning and the need to critically evaluate online learning design and expectations of student engagement.

1. View from the other side: Teacher turns student Teacher experience of online learning: reflections, evaluation and reassessment

3. Expectation of students that this will be available

4. Teaching professionals within universities receive no or very little training in how utilise these technologies effectively

5. Direct replication of current practice online

7. Placing tutors into unfamiliar concept and environment

9. Case study

10. PGCERT participants were asked to participate in an online environment for the course of a week

11. A focus group (n4) was conducted with the participants a few days after their experience

13. Evaluative: Development of evaluative frameworks for tools

14. Appropriate application: Questioning the application of technology and how it can support and enhance student learning.

16. Evaluation of the projection of self to others

18. Expectations of engagement and comfort

19. Instruction

22. critical evaluation

23. awareness of the practicalities and difficulties

24. Thanks! Any questions? Elaine Tan Learning Technologies Team Durham University [email_address] ?