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The goal of Delivering Learning Experiences Online (DLEO) is to assist faculty who are transitioning to online teaching.  This course is an opportunity to fully participate as a student in an online course while learning about best practices in teaching online and developing your own online course plans.  The course is suitable for those teaching in all online environments (face-to-face with online components, fully online, and all combinations in between).

Three ways to participate:

  1. Enroll in the winter course, January 14-March 4, 2019.  DLEO is offered as a 7-week winter course.

  2. Enroll in the summer course (registration link coming soon). DLEO is offered as a 7-week summer course, following the Summer Institute for Teaching and the Course Design Institute.

  3. Request a custom course.  For groups of 8 or more, the DLEO course can be tailored to match your group’s goals and availability.  Email ats-info@udel.edu to inquire about a custom course.
  4. Interested in DLEO but the current courses do not work for you? Email ats-info@udel.edu to express your interest.  You will receive updates when future courses are scheduled.

The program addresses faculty questions similar to the following:

  1. How can we ensure that online/distance students will have the same experience as their in-class counterparts?

  2. What are the best tools to work as teams and complete projects, in this program and as a model for faculty courses?

  3. How might faculty transitioning from face-to-face instruction to an online setting benefit from analyzing teaching styles; e.g., how might faculty “translate” their way of establishing rapport with the students to establishing rapport in an online environment?

  4. What are the key features of a high quality online course regarding impact on student learning, teaching, and learning outcomes?

Research questions asked by our faculty support organizations

  • What is the transformation process that takes place in teaching beliefs/philosophy when faculty prepare to teach online and engage in that practice?

  • Does the practice of preparing to teach online provide an impetus to make modifications to their face-to-face teaching practices?

  • Will a strategy that includes reflective practice in faculty development promote transformative learning in faculty?

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