Teaching Online

Apple Tree Sessions & Series

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Apple Tree offers various sessions and series throughout the year including Foundations in Teaching and Learning, Fundamentals of Digital Accessibility, and Foundations in Quality Online Instruction. Each of these series offers special focus for the pedagogy and technology to teach online.

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Communities of Practice

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When we are at a distance, it is even more important to connect with others to share and grow. Sign up to be part of a small collaboration group for the upcoming year. We call these collaboration groups, Communities of Practice. The goal of these groups is to bring together between 5-8 faculty from across MUSC to discuss teaching practices.

Join a Community

Instructional Design Resources

Course Delivery Modes

The far-reaching effects of the COVID-19 pandemic globally are undeniable. However, the pandemic has also provided education with a unique opportunity to grow and develop. In the past year, the development and adoption of a multitude of learning strategies and course delivery models has grown exponentially, as educators all around the world grapple with delivering instruction within the confines of the pandemic restrictions.

As education progresses in a post-pandemic period of re-integration and reduced restrictions, educators can explore how their courses can develop within this new education framework.  As we consider what would be best for our teaching, we also need to consider what would be best for our learners. The course delivery mode can impact course success if it is not properly selected and introduced within the course. We have broken down course delivery modes into three sections to focus in responses:

  1. Traditional/Face-to-face
  2. Blended
  3. Online

To further assist in the decision-making process, a matrix has also been developed based on six key course considerations to help recommend the most suitable course delivery mode for your course!

Additional Resources

  • Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.
  • HyFlex Learning (Teaching in Higher Ed)
  • Keramidas, C. G. (2012). Are Undergraduate Students Ready For Online Learning? A Comparison Of Online And Face-To-Face Sections Of A Course. Rural Special Education Quarterly, 31(4), 25–32.
  • Lee, N.H. (2016). Instructional Design for a Web-Enhanced Course in Construction Engineering and Management Education. 47th ASC Annual International Conference Proceedings.
  • Moser, K. M., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System, 97. doi:10.1016/j.system.2020.102431
  • San Francisco State University Academic Senate (2016). Online Education Policy S16-264.
  • Thomas M Brinthaupt, Maria A Clayton, Paula T Calahan, & Barbara J. Draude. (2014). How Should I Offer This Course? The Course Delivery Decision Model (CDDM). Journal Of Online Learning And Teaching, 10(2), 326–.

Digital Accessibility in the Online Environment

Blackboard Ally is built into Open LMS to support you in building a more inclusive learning environment by increasing awareness and providing detailed insight and guidance to you on how to improve the accessibility of your content. The Office of Diversity and Inclusion is working to ensure that there is accessibility, equity, and inclusion in virtual learning environments. Visit the Diversity and Inclusion website for more information and guidance for virtual learning environments. Additionally, they also provide more information on ADA resources for faculty.

Facilitating Effective Online Discussions

Online Assessments