Designing for online-instructor-led¶
Setting · digital with a live instructor or cohort · All situations
15 rows from 15 pages say what to change when the brief's setting is online-instructor-led; 6 of them cite a claim. Pages whose rows cite claims come first. Read the basis before relying on a row: many carry a claim to learners or settings it did not test, and say so.
Autonomy¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Online course in which discussion converges on the teacher (online-instructor-led, asynchronous boards) |
Give small groups a student-led discussion task: rotating leaders choose the topic, run the discussion and post a summary, and the task is assessed | Student-led discussion groups sustained online participation [+W]; The redesigned unit engaged students on all framework elements [+W] (one 40-student unit, one week compared with another, no learning measure) |
Collaborative Evaluation¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
online-instructor-led or asynchronous |
Collect each rating in a form that locks before others' ratings are visible; reveal all together; hold the discussion in a thread limited to criteria where ratings differ by a level or more; post the reference after the thread closes. | Peer assessment [+M] found no difference between online and offline delivery; the assessor-benefit meta-analysis [+M] found computer-mediated peer assessment did better than paper. The locking and thread rules are untested |
Educators should act as mediators and facilitators of learning rather than content disseminators¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
| Online synchronous mediation (text chat, video call) with one learner or a pair (from the wording) | Mediate an error with graded prompts, from implicit (highlight the place, "look again") to explicit (name the error, give the form); record the level each learner needed and start the next session one level less explicit; place learners by that record rather than by a static test level | Interactionist mediation in synchronous chat revealed learners' movement toward responding to less explicit help [+W] (two adult EFL learners, with backsliding; the form was not fully internalized); learners at the same CEFR level differ in their ZPDs [+W] |
Instructor Accessibility¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
online-instructor-led, asynchronous, adult learners working or caring |
Make the forum and private message the main routes with a published reply window of one working day; put live slots outside working hours and record them; accept questions as text or a short voice note | Creating community and interacting with students online required deliberate, planned effort unlike spontaneous face-to-face co-presence [+W] (interviews with web-based high-school teachers; carried to adult courses); the channel choices are untested |
Social Presence¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
online-instructor-led, asynchronous, text-only, adult learners who work or care for others |
Run the full default: course-tied introductions with two named replies, weekly named announcements, small stable groups, a reply frame, one optional live meeting a fortnight at a time outside working hours, recorded | Online community required deliberate, planned effort [+W] (interviews with web-based high-school teachers; carried to adult courses); the steps are untested |
Structured Peer Review¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
online-instructor-led or online-self-paced, asynchronous |
Use a tool that assigns drafts at random, hides authors' names, locks a review once submitted, shows the author all reviews together and lets the author rate each review's usefulness; a calibration anchor before the first review; a deadline for the revision plan. | Assessor meta-analysis [+M]: computer-mediated peer assessment did better than paper; peer assessment [+M] found no online/offline difference; rating received reviews [+W] raised peer–expert agreement in one tool's evaluation. The other tool rules are untested |
Build productive instructor-learner relationships so adults feel connected and take an active role in learning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
online-instructor-led, asynchronous |
Replace the greeting with a short personal reply to each learner's introduction post in week 1 by name; hold the one-to-ones as 5-minute calls or voice notes; answer by name in forums | untested proposal; group-level presence-building is on Social Presence |
Classroom Space and Procedural Design¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Online class only (online-instructor-led) |
Turn procedures into short written norms shown at the start of each session (chat, mute, cameras, breakout rooms); prepare breakout rooms and links before the session so transitions take seconds; put the "while you wait" task in the chat | untested proposal |
Effective Classroom Management Plan Criteria¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
Online class only (online-instructor-led) |
Turn the routines into written norms posted at the top of each session (mute, chat use, breakout rooms, when to use cameras); greet each learner by name as they join; scan the participant list as you would the room | untested proposal; the greeting claim is from middle-school doorways, carried to an online join it did not test |
Flipped Learning¶
Principle
| If the brief says… | Then change… | Basis |
|---|---|---|
The live session is online (online-instructor-led) |
Run the check as a poll, application in small breakout rooms with shared documents the teacher can see, and the teacher visiting rooms in turn; keep total screen time per session to what was there before | untested proposal; see the Blended Learning pattern for the online part's self-regulation |
Massive Open Online Course (MOOC)¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
| A single session only (a one-off open webinar or a single-module micro-course) (from the wording) | Treat it as one segment-and-practice block, not a course: 3–4 short segments, questions after each, one practice task with a model answer, one planning question at the end ("when will you use this?"). | Untested proposal |
Peer Instruction¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
The class runs live online (online-instructor-led) |
Use the poll for the votes and breakout rooms of two or three for discussion, with the isomorphic item answered alone in the poll | untested proposal |
Structured Academic Controversy¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
Setting online-instructor-led (synchronous video) |
Use breakout rooms of four with a shared document whose columns are position / restatement / reversal / joint conclusion. Visit each room at the reversal. Give the timing in the document. | untested proposal; argumentation [~M] includes online science argumentation, not SAC |
Team Based Learning¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
| The course runs live online (from the wording) | Run the individual test in the platform, the team test in breakout rooms with a shared answer form that gives immediate feedback, and simultaneous reporting by posting answers at once | untested proposal |
Think-Pair-Share¶
Pattern
| If the brief says… | Then change… | Basis |
|---|---|---|
| The class runs live online (from the wording) | Use breakout pairs with a timed think phase in the chat or a shared document, and collect the share in writing | untested proposal |