5. Facilitating online activities
This section provides guidance on starting, facilitating and rounding-off online activities. Advice on instructional writing for independent learning including examples is provided in 5.1. Ice-breakers and enabling different forms of student contribution are discussed in 5.2. 5.3 provides approaches to engaging students and dealing with non-participation, 5.4 provides examples of how the link between online and face-to-face has been realised through case studies. Finally, 5.5 suggests how online activities create artefacts that can support subsequent learning later in the module.
In this section
- Instructional writing
- Before the activity
- During the activity
- After the activity
- Reflecting on the activity
The text from this section is also available as a downloadable PDF, however embedded videos and other resources are only available online:
Use this checklist to guide your approach to facilitating online activities. If any of the items in the checklist are new to you, review the pages in this section of the Handbook.
This section provides advice to support the following elements of the York Pedagogy:
- Students will understand the work they are expected to do and how that work will contribute to the achievement of the programme objectives.
- Interactions between students and staff will be designed to encourage, inform and propel students’ work.
- Students will receive the guidance, support and feedback they need to make progress, and they will understand what they can expect from the University in support of their learning.