Modern technologies allow for innovation of traditional teaching (learning) methods by conducting distance and blended learning synchronously and / or asynchronously. This document provides general guidelines for the principles of developing study subjects (modules) for e-learning. 

It has been prepared based on experience of implementation of distance learning modules at the Lithuanian Academy of Music and Theatre, on the material and interaction during the Intermusic training events and interactions, as well as Intermusic project experience while working with teachers on intellectual outputs.

1. Planning the development of an e-learning subject (module)

Planning the development of an e-learning subject (module)

The development of e-learning subjects (modules) and using them for distance and / or blended learning requires a clear understanding of how learners will have to participate in the learning, taking into account:

  • the traditional practice of the subject teaching / learning process, and
  • integration of appropriate e-learning tools and technologies into the subject.

The stages of subject (module) development are based on planning of the teaching / learning process, taking into account the contact hours and the student’s independent work. At each stage, the following aspects are to be considered:

  1. the student’s needs;
  2. the objectives of the subject (module) (and / or study programme);
  3. the assessment and evaluation methods
  4. the consistency of presenting the materials;
  5. the teaching practice and specifics of the subject (module);
  6. the efficiency of the technologies and tools applied.

The planning process of an e-learning subject (module) is recommended to be conducted in the following stages:

  1. Defining the needs and abilities of the students taking into account the relevance of the subject (module);
  2. Developing the concept of the e-learning subject (module) by specifying which objectives of the subject (module) will be met applying digital tools and technologies (including but not limited to digital resources, interactive and video conferencing tools, self-assessment and assessment tools, etc.) and specifying the role of the teacher and the format of her work during the e-learning process;
  3. Choosing appropriate tools and technologies to achieve the objectives and delivering the e-learning subject (module) using the selected tools and technologies. NB! The use of technology shall not be perceived as a goal in itself nor shall be excessively applied. Digital tools offer a variety of opportunities for education, yet the rise of technological functionality has to serve the purposes of the subject (module) and not otherwise.
  4. Evaluating the completed e-learning subject (module), thus enabling to see whether the students have been satisfied with their e-learning experience, measure (e.g. using tests) the added value to the teaching / learning process. This evaluation shall ensure continuous improvement of the implementation of the e-learning subject (module).

5. The implementation of an e-learning subject (module) can be categorised under the following levels:

  1. use of e-learning tools and technologies for organising the teaching / learning process, communication with learners, etc. (e-mail, e-calendar, uploading of tests and / or their results to the e-system, etc.);
  2. presentation of unstructured information to the students in the virtual learning environment; unstructured use of video conferencing, testing and other tools, etc.;
  3. presentation of partially structured information to the learners in the virtual learning environment according to the objectives of the subject (module); the planned and purposeful use of video conferencing tools, etc.;
  4. the e-learning/blended learning subject (module) that has been developed following the objectives of the subject (module) and thoroughly prepared methodology and conducted according to all the above-recommended stages.