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DRPS : Course Catalogue : Edinburgh Medical School : Medical Education

Postgraduate Course: Teaching online in a professional context (MEED11034)

Course Outline
SchoolEdinburgh Medical School CollegeCollege of Medicine and Veterinary Medicine
Credit level (Normal year taken)SCQF Level 11 (Postgraduate)
Course typeOnline Distance Learning AvailabilityAvailable to all students
SCQF Credits20 ECTS Credits10
SummaryThis course introduces online key strategies for online teaching. It considers the development of approaches to teaching online and relates these to relevant educational theory. The course is designed to allow students to make explicit links to their own professional practice, conceptualising online learning as a socially meaningful, embodied experience.
Course description Please note that, as a second year course, this will involve greater self-direction than first year courses. Students will play a greater role in directing discussions and finding appropriate resources to make use of and discuss with peers.

The course will be delivered online to educators working in a variety of professional contexts with significant responsibility for teaching students (or others in a training post). Course content will include: approaches to online teaching, critical appraisal of evidence for the effectiveness of online learning, strategies for developing community and student engagement, assessment, equality and diversity in teaching online, developing autonomy, teacher identity and authenticity. The course, by design, will focus on building an academic community, allowing students to share experiences, establish shared understanding, and make explicit links between the pedagogy of online teaching, their profession, and professional workplace.

Online environments are used for the teaching, learning and assessment of all courses on the programme. This includes Microsoft Teams for regular, synchronous conversations, a virtual learning environment with discussion forums for asynchronous dialogue, and other interactive visual, audio, textural and graphical modes of communication.
Entry Requirements (not applicable to Visiting Students)
Pre-requisites Co-requisites
Prohibited Combinations Other requirements None
Information for Visiting Students
High Demand Course? Yes
Course Delivery Information
Academic year 2022/23, Available to all students (SV1) Quota:  100
Course Start Blocks 2-3 (Sem 1-2)
Course Start Date 21/11/2022
Timetable Timetable
Learning and Teaching activities (Further Info) Total Hours: 200 ( Lecture Hours 8, Seminar/Tutorial Hours 8, Online Activities 65, Feedback/Feedforward Hours 1, Formative Assessment Hours 1, Summative Assessment Hours 30, Programme Level Learning and Teaching Hours 4, Directed Learning and Independent Learning Hours 83 )
Assessment (Further Info) Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
Additional Information (Assessment) The summative assignment requires the student to complete a workbook that provides evidence of each of the learning outcomes (equivalent to 3,000-4,000 words, weighting 100%). This will be available for ongoing formative feedback by tutors and peers prior to submission.
Feedback Feedback is generated on an ongoing basis through interactive live and asynchronous discussion, and review of formative assignments. Tutors will also provide individual, detailed comments on the summative end of course assignment.
No Exam Information
Learning Outcomes
On completion of this course, the student will be able to:
  1. Explore the challenges and complexity in developing online teaching in professional contexts.
  2. Develop strategies for creating an engaged learning community online.
  3. Critically analyse the use of learning analytics and approaches to the evaluation of teaching.
  4. Critically reflect on online feedback and assessment practices.
  5. Develop approaches to online teaching that consider equality and diversity of learners.
Reading List
Aitken, G., and Loads, D. (2019) Experiences of staff new to teaching postgraduate students online: implications for academic staff development, Journal of Perspectives in Applied Academic Practice, 7(1), pp. 37-46. (Accessed: 25 April 2020).

Baran, E., Correia, A. P., & Thompson, A. (2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education, 32(3), 421-439.

Fawns, T., Aitken, G., and Jones D. (2019) Online Learning as Embodied, Socially Meaningful Experience, Postdigital Science and Education, 1(2), pp. 293-297.

Hodgson, V. and McConnell, D., 2019. Networked learning and postdigital education. Postdigital Science and Education, 1(1), pp.43-64.

Martin, F., Budhrani, K., Kumar, S. and Ritzhaupt, A., 2019. Award-winning faculty online teaching practices: Roles and competencies. Online Learning, 23(1), pp.184-205.

University of Edinburgh; Teaching Matters Blog: Digital Education & Online Learning

Fawns, T., Aitken, G., and Jones D. (2019) Online Learning as Embodied, Socially Meaningful Experience, Postdigital Science and Education, 1(2), pp. 293-297.
Additional Information
Graduate Attributes and Skills Enquiry and lifelong learning
Aspiration and personal development
Outlook and engagement
Research and enquiry
Personal and intellectual autonomy
Personal effectiveness
Special Arrangements There are limited places to take this course as an outside elective and students not on the Clinical Education programme wishing to enrol, should first contact the Course Secretary to ascertain availability. Email:
KeywordsProfessional education,online teaching,student engagement
Course organiserDr Kirstin Stuart James
Tel: (0131)242 6536
Course secretaryMrs Femke Morrison
Tel: (0131) 242 6385
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