This document summarizes an online, self-paced course designed to provide teachers with skills for implementing learning technologies. The course addressed limitations of face-to-face training like fixed schedules and travel costs. It utilized an active, hands-on approach combining learning and work tasks. Teachers experienced flexibility in a structured design using e-tivities, badges, and exemplars. Feedback indicated the course helped achieve digital literacy and inspired teachers to develop their practices, though challenges included balancing structure and flexibility in online, self-paced learning.

1. SDU CENTRE FOR TEACHING AND LEARNING
1
Can self-paced, online learning provide
teachers with the competences needed to
successfully implement learning technologies?
SDU CENTRE FOR TEACHING AND LEARNING
OOFHE Conference, Aarhus, oct. 2018
Christopher Kjær, ckjaer@sdu.dk
Pernille Stenkil Hansen, pha@sdu.dk
Inger-Marie F. Christensen, imc@sdu.dk

2. SDU CENTRE FOR TEACHING AND LEARNING
Agenda
1. Why the need for an online
self-paced course
2. The learning design –
theoretical underpinnings
3. How do teachers experience
the course?
4. Potentials
5. Challenges
6. Concluding remarks
2

3. Why the need for an online,
self-paced course?
• A low attendance rate in the face-2-
face course caused by
• The fixed times and dates
• Travel costs (time/money)
• Wrong timing – individual needs
The aims of the self-paced
online course:
SDU CENTRE FOR TEACHING AND LEARNING3
• Providing teachers with basic LMS &
VLE skills
• Testing the value of a self-paced
course
• To provide teachers with better
flexibility and timing options
• No travel costs (time/money)
• More learning, engaged and
satisfied teachers
• An increased number of participants

4. Boud & Solomon, 2001
The learning design & theoretical underpinnings
SDU CENTRE FOR TEACHING AND LEARNING
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Design tools
& principles
• E-tivities
• Badges
• Contextualisa-
tion &
exemplarity
Hands-on
approach
• Develop knowledge
in practice (know
that, know how, know
of)
• Active learning
• Learning goals for
knowledge, skills and
competences
Adult learning:
Freedom & flexibility
• Problem orientation
• Participant direction
• Enable working with
own motivation
problems/challenges
Combining
learning & work
tasks
• Combining work and
learning
• Course tasks = work
tasks
• Work as curriculum
• Minimize the need for
transfer
Dohn & Kjær, 2009
Brown et al., 1989
Illeris, 2003Salmon, 2013
Ahn et al., 2014; Butler, 2014;
Grant, 2014; Hurst, 2015
Gregory & Salmon, 2013

5. SDU CENTRE FOR TEACHING AND LEARNING
The actual course design – course modules
22 May 2018
5
6 Video and integration of
external tools (blog)
7 Interactive tools (test)
8 How to use the menu item
assignment (discussion board)
9 Live online teaching – elective
(assignment)
10 Concluding assignment
1 Introduction to the course
(blog)
2 VLEs & the benefits of online
learning (test and blog)
3 Communicating with students
online (discussion board)
4 How to use the menu item
Course Information (blog)
5 How to use the menu item
Course Materials (blog)

6. SDU CENTRE FOR TEACHING AND LEARNING
The virtual learning environment
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7. SDU CENTRE FOR TEACHING AND LEARNING
Module contents
and structure
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SDU CENTRE FOR TEACHING AND LEARNING
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8. E-tivities
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SDU CENTRE FOR TEACHING AND LEARNING
The e-tivities made it very easy to
follow the course, especially when
(as often happened) I had to stop the
module, do something else, and
come back to it later. (From survey)
• Structured learning paths with
clear instructions The course material and instructions
were very clear, concise, and easy to
follow, as well as being a 'meta'
example of the course content.
(From survey)

• Interaction, feedback and
reflection
 Did it support your learning that you could
see and comment on the posts of other
participants?
0% 20% 40% 60% 80% 100%
Not at all To a lesser exent To a certain extent To a great extent
68%
I find very useful to complete my tasks
to have the opportunity to see the
others' people posts. However, I saw
commenting on their posts quite
unnecessary and time consuming so,
quite superflus. (From survey)
Only a few comments were really
helpful. But comments requirement
was a great way to make sure that I
got inspiration from others. Which was
interesting. (From survey)
Design tools
& principles
 Did it support your learning that other
participants could comment on your posts?
0% 20% 40% 60% 80% 100%
Not at all To a lesser exent To a certain extent To a great extent
75%79%

9. Badges
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SDU CENTRE FOR TEACHING AND LEARNING9
• Motivating
participants to
complete the course

The badges system is pretty good to keep up continuous
learning. (From interview)
Nice that you got a little reward, a badge at the end of the
section. Nice to see where you were going (From interview)
Feeling ok I have completed something. I have rewards
makes me feel confident I passed this is what I learnt I
therefore go to the next step. (From interview)
It was quite motivating, made you feel that you were
achieving something as you went through, that
was nice. (From interview)
• Signposting
• Providing a clear
and visible learning
path
That was nice, it was motivating. It was nice to also get
detailed feedback on what I made, what worked what
could be better. (From interview)

10. Results: Adult learning and work-based learning
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Work-based learning - Did you work on an actual course when doing the
module activities?
- “Yeah, I did. Yeah, I did it all for one course. Used everything I did for an
actual course. The video I made at the end, I put that on my Bb course, the
welcome announcement I wrote for one of the assignments, I used that
pretty much as it was.” (From interview)
Adult learning – motivation for a self-paced course
“I had to get prepared for my first course I had to teach at SDU it would be me
who had to set up the course on the Bb site” and “I could choose how to do
these modules. Showing up for class would have been more difficult” (From
interview)
- “It was really good. Could fit it around other things, if I had a little time spare,
whenever, I had time for it.” (From interview)
- “I like to be kind of free, making choices so that sounded good to me. Less
pressure if you have the option to self-pace you can do it faster or slower
according to your lifestyle work nights or early morning” (From interview)
Adult learning:
Freedom & flexibility
Combining
learning & work
tasks

11. Training Achieving digital
practical skills literacy
When I have a course of my own,
I will be in charge of the design, I
intend to incorporate what I learnt
in this course to make my
teaching more interactive than it
was. Mainly, I would like to use
more e-tivities and audio-visual
stuff. And now, thanks to this
course I know how to do it!
(From survey)
I feel much more confident
using Bb, I know how to set up
my course, using in the correct
way all the sections in bb,
announcement … And yes so I
think the course provides all
the necessary basics.
(From interview)
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SDU CENTRE FOR TEACHING AND LEARNING11
Hands-on
approach

12. Moving beyond
knowledge & skills
“The course gave me a whole new
view on how to use BlackBoard. I was
introduced to things I did not know
existed” (from survey).
“The course material and instructions
were very clear, concise, and easy to
follow, as well as being a 'meta'
example of the course content” (from
survey).
“I think I learnt in a more general sense
how to use Bb in an integrated way not
just as a repository but in interactive
engaging ways” (from interview).
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SDU CENTRE FOR TEACHING AND LEARNING12
“The course went well beyond my
expectations. Not only I learnt about
how to use the BB but also I have the
opportunity to self-reflect about my
actual teaching practices and explore
new possibilities. For instance, how to
incorporate external audio-visual
elements in my courses or how to
make my teaching increasingly
participative and interactive (using the
BB tools” (from survey).
“It gave me more competences than I
had expected” (from survey).

13. Potentials of the
learning design
Fulfils the aim of facilitating
• Transparency & motivation
• Contextualisation & exemplarity
• Inspire teachers to develop own practice
• A hands-on approach
• Active learning
• Not just knowledge goals but also skills and
competences
• Work-based learning
• Combining work tasks and learning
Adult-learning
• Freedom & flexibility
• Progression
• Wider audience
Challenges of the
learning design
SDU CENTRE FOR TEACHING AND LEARNING13
• The ideal of collaborative vs the ideal of
self-paced learning online
• Staggered collaboration?
• Introducing (a few – an overall) deadline?
• Loose vs strong structure
• Freedom & flexibility vs completion
• Online learning still unknown
• F2F is given priority
• Deadlines to add importance?
• Timing is everything
• Time consuming to design
• Consecutive time is needed

14. Concluding remarks
Simple design that inspires - further
development of the design
• Simplify instructions
• Consider how the challenges can be
minimized
• Transform more F2F courses into
online, self-paced courses
• External factors
• Management support needed
• Make course compulsory
• Professionalisation of the teacher role –
working towards the online teacher
• Required basic course – foundation for
further, more advanced courses
• Time management for e-moderators
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SDU CENTRE FOR TEACHING AND LEARNING14

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Christensen, I.-M. F., Kjær, C., & Nielsen, S. P. P. (2016, 19 - 21 October 2016). Empowering lecturers to facilitate high quality education through the use of learning technologies. Conference proceedings from The Online,
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Dohn, N. B., & Kjaer, C. (2009). Language is not Enough: Knowledge Perspectives on Work-Based Learning in Global Organisations. Hermes - Journal of Language and Communication Studies, 43-2009.
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References

16. Thank you
Questions

17. Online and self-paced
17
Would you like to see more of our courses offered as online,
self-paced courses?
• Convenience:
• Freedom if you have a busy
schedule
• Accessibility when not living
near campus
• Much more time consuming than
expected
• Working at your own pace –
taking the time needed
• Challenging – requires skilled
faculty
• Lack peer feedback – F2F
interaction
Time spent in the course site in
Blackboard
Minimum 4,44 hours
Maximum 32,28 hours
Average 12,3 hours
Estimated workload 13,5 hours

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Participant activity
Enrolled participants Active Passive Completed

19. Participant activity per weekday
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20. Reasons for non-participation/non-completion
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