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How to Facilitate a Learner Centred Online Learning Environment

Develop the skills to engage and challenge students whilst delivering quality teaching on online learning platforms.

A teacher conducting a class from her home, recording it through her smartphone. There are whiteboards and cork boards behind her which she is pointing to
  • Duration

    5 weeks
  • Weekly study

    3 hours
  • 100% online

    How it works
  • Included in an ExpertTrack

    Course 2 of 2
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Create a learner-centred approach to hybrid and online learning environments

Online learning environments allow teachers to develop new learning strategies to engage students, whether they learn using hybrid learning models or fully online.

On this five-week course, you’ll discover various technologies used in online environments and learn how to adapt your teaching practices to take advantage of new technology, putting the learner at the centre of every process.

Explore theories and methods of online teaching and facilitation

Online facilitators must combine in-person teaching skills with technological know-how to make online learning engaging and accessible for all learners.

You’ll examine practical eLearning perspectives to improve your understanding of online learning. Using this knowledge, you’ll be able to incorporate online teaching approaches at key points of your teaching frameworks.

Discover how your learning management system can promote learner centred education

Having explored various learning management systems, you’ll investigate how new technologies can be used in conjunction to create new educational activities for students.

You’ll be able contribute to developing a community of practice online, sharing key findings and best practice to improve teaching processes both individually and collectively.

Evaluate the advantages and disadvantages of online learning environments

You’ll assess the impact of asynchronous and synchronous online discussion and interaction, as well as discussing overall benefits to hybrid and online learning.

By the end of this course, you’ll understand how to put the learner at the centre of online teaching development. You’ll be able to demonstrate how online community and collaboration, as well as openness to new ideas and technologies can result in engaging and exciting learning environments.


  • Week 1

    Introduction and the online learner

    • Welcome to Week 1 of How to Facilitate a Learner-Centred Online Learning Environment

      Introduction to the course.

    • The online learner

      What are the characteristics of a successful online learner and how can an online teacher support effective student online learning?

    • The online facilitator

      Being an online teacher is different to a face-to-face teacher. What are the key attributes of effective online teachers?

    • What is a constructivist online learning environment?

      The challenge for all online facilitators is to create a student-centered online learning environment. Social constructivist learning pedagogy is a powerful pedagogy where students learn through social interaction online.

    • Reflecting on the online learner's and online teacher's role

      Let's reflect on our learning now that we've reached the end of Week 1.

  • Week 2

    The online facilitator and learning theory

    • Introduction

      Introduction to the week.

    • Learning theories pertaining to the role of a facilitator

      Let's take a look at some of the learning theories connected to facilitating learning online.

    • Creating a community of practice

      Learn how to create a community of practice within your online course.

    • Defining the role of an online facilitator

      Define what an online facilitator is, examining pedagogical strategies and facilitation skills.

    • Conclusion

      Reflecting on the learning from this week's activities.

  • Week 3

    Taxonomies of learning

    • Taxonomies of learning - An introduction

      Exactly what is a taxonomy, and how does this apply to learning design?

    • Bloom's taxonomy

      In this activity we will be exploring what Bloom's Taxonomy is about and how it influences the creation of learning material.

    • SAMR

      The SAMR model identifies four steps of technology integration in a classroom. We will be exploring the four steps.

    • TPACK

      Technological Pedagogy Content Knowledge (TPACK) describes a set of knowledge teachers need to successfully integrate technology in their classroom. We will explore the three aspects of TPACK.

    • Checking understanding

      Take the short quiz to check your understanding of the concepts presented in Taxonomies of learning.

    • Create a learning artefact

      In this activity you'll learn to apply online instructional strategies and techniques appropriate to the delivery of an online course.

    • Conclusion

      At the end of Week 3, this is a good time to reflect on what you have learned so far, and the next learning steps.

  • Week 4

    Asynchronous and synchronous online teaching.

    • Introduction

      Introduction to the activities and learning outcomes of the week.

    • Asynchronous vs. synchronous

      Define both and use a Venn diagram to compare the two.

    • A blended approach

      Introducing the term bichronous and the importance of both synchronous and asynchronous communication in an online environment.

    • Synchronous communication and tools

      In this activity we will discuss how to plan, facilitate and wrap up online sessions. We will also examine some tools that can be used.

    • Asynchronous communication and tools

      In this section we will discuss how to facilitate asynchronous learning and we will examine tools that can be used.

    • Conclusion

      The end of Week 4, looking back and ahead.

  • Week 5

    Assessment of online learning

    • Introduction to Week 5 on assessment of online learning

      A short video introduction to Week 5, on the topic of assessment of online learning.

    • Online student assessment

      This activity covers defining assessment, Bloom's taxonomy, and formative/summative online assessment introduction.

    • Formative assessment in online learning

      What role does formative assessment have in online learning and how does a facilitator embed a formative assessment?

    • Summative assessment in online Learning

      What is the role of summative assessment in online learning and how does a facilitator embed formative assessment?

    • Benefits and challenges of online assessment

      A discussion of the benefits and challenges of online assessment.

    • Reflection on the role of assessment in online learning

      Reflect on the role and purpose of online assessment in a learner centered learning environment.

    • Conclusion

      The conclusion of this five-week course on how to facilitate a learner-centred online learning environment. A chance to reflect on your learning and self-evaluate your knowledge and skills.

    • Course Assessment

      A test of your knowledge of the content of this course on how to facilitate a learner-centred online learning environment.

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Learning on this course

On every step of the course you can meet other learners, share your ideas and join in with active discussions in the comments.

What will you achieve?

By the end of the course, you‘ll be able to...

  • Explore theories and practical perspectives of online teaching and learning and the roles of the facilitator and online student.
  • Evaluate the key technologies used in online environments and the impact of these technologies on learning and teaching activities.
  • Identify the characteristics and benefits of developing a community of practice online.
  • Evaluate online instructional pedagogies and techniques appropriate to the delivery of an effective online course. 
  • Apply online instructional strategies and techniques appropriate to the delivery of a student centred online course. 
  • Apply the theoretical and practical perspectives of online student assessment.

Who is the course for?

This course is designed for teachers who wish to develop their online teaching and learning skills. It is suitable for educators from early years up to higher education and any level of teaching experience.

Who will you learn with?

I am a lecturer at Wintec Pūkenga located in Hamilton, New Zealand. I manage the Grad Dip of IT in Education programme which provides professional development for teachers in the integration of ICT.

I have been a classroom teacher for over 18 years, mainly digital with 1:1 devices. I am a tutor for te Pukenga: integrating IT in Education. I am also a mentor in mathematics with IT integration.

Who developed the course?


The Waikato Institute of Technology (Wintec) is a leading tertiary education provider and one of New Zealand’s largest Institutes of Technology. Established in 1924, Wintec delivers technical, vocational, and professional education across a broad range of qualifications, domestically and internationally.

About this ExpertTrack

Expand your knowledge of online teaching and learning perspectives and learn to create engaging, exciting eLearning content.

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