The arrival of the pandemic in early 2020 necessitated a rapid transformation
in higher education. In the early days of the pandemic, many instructors
struggled to redesign their courses quickly, devise alternative assessments,
and adapt to new technologies, while others welcomed the opportunity to learn
new techniques and technologies. Because some institutions have decided to
continue offering blended and fully online programmes in this post-pandemic
period, many instructors are now looking for more guidance on which strategies
they should continue to employ, and which other strategies to consider, when
teaching online. Furthermore, as more students from diverse backgrounds,
abilities, ages, races, and cultures avail of online programmes, there is an
even greater need to consider diversity, equity, and inclusion when developing
online courses. To help alleviate these challenges, this chapter presents a
systematic approach to designing, delivering, and evaluating blended and
fully online courses.
Kyei-Blankson, L., Keengwe, J., & Ntuli, Esther