Why creativity and why critique? These terms were not chosen by accident but rather to reflect that the realm of online teaching and learning is a contested area not only in the context of higher education, but more broadly. There are few areas of learning and teaching today that are not venturing into the field, few institutions that are not asking themselves: can we do it better online?

But can online study really replicate the challenges and occasional joy of learning in a face to face environment? Can it foster relationships in the same way? Not only learner to learner but equally between teacher and learner. Perhaps one of the most pressing questions, and one we hear a great deal within our own particular context of The Open University, is, can it achieve the type of transformational learning that traditionally took place at residential schools and face to face tutorials? The type of learning that transforms the lives of individuals, radically altering their worldview, critical acuity and social mobility? Some would argue that these are the wrong questions- that we should instead be asking: what can online learning do that face to face learning can’t; how can it help teach the ‘hard to reach’ and how can it provide learning for those that have failed in (or rejected) learning in a face to face context. In considering these questions we should also be asking ourselves what we can do to make online teaching appealing to those tasked with the challenge. How can we incorporate teachers’ innate capacity for innovation and creativity into the online environment? How can we tap into their motivation to teach and provide a great learning experience for their students? How can we incorporate all of the elements that we know to work in face to face teaching environments and moreover how can we take them further in order to engage our learners?

One of the key issues around online teaching and learning is the fact that it is cost effective, rendering it a very attractive prospect for institutions labouring under today’s tight economic constraints and highly marketized environment (see Chap. 2 for more discussion on this). This has prompted many of those in management positions (some of whom may have limited teaching experience), to extoll its virtues rather than to take an evidence based evaluative cold hard look at what it can do for teaching and learning.

This book uses case studies to engage with these questions and issues. We examine the benefits of various methods of teaching and learning online, whilst also analysing how effective these methods have proven to be in practice. In so doing the book aims to both inform and challenge those who are already teaching online or thinking of doing so in the near future. It looks to help those who are designing programmes of learning, in offering a comprehensive view of some of the tools that can be used to enhance the student experience, whilst also exposing areas of weakness that may well have the capacity to alienate learners and teachers if not incorporated carefully into the planned curriculum. Finally it explores the ways in which online teaching and learning can be creative for both teacher and learner, whilst acknowledging that no teaching method is perfect. The knowledge we are accumulating around digital learning is still, relatively speaking, in its infancy. This book presents a critical analysis of contemporary practice within a large University, examining practical teaching methods and discussing relevant pedagogical theory.

As a world leader in online and distance education and one of the world’s largest universities, the OU’s innovations in online teaching and learning make it a market leader. This book brings together some of the most creative practices in online education by some of the world’s leading educators in online and distance teaching and learning. Taking an action research perspective on various aspects of online learning, the book brings theory and practice together to provide insights into various elements that go to make up distance teaching and learning. Real life case studies based at the OU illuminate innovative teaching and learning practices whilst also giving insight into the challenges and opportunities inherent within online teaching. The book also offers a critical perspective on these teaching practices: few pedagogies are perfect and the authors write from a critical perspective, drawing out what worked well and which aspects of the practice demand more thought and experimentation. To this end, each chapter concludes with a set of practical tips and discussion points to be used by university teachers. The book is also highly relevant for educational developers who may be getting to grips with some of the challenges inherent within online and distance learning.

The book is unique in focusing on the working practices of those that are delivering teaching within a range of disciplines. Rather than focusing on technical aspects of the teaching tools, as in the case of so many other books on the market, this book draws directly on the experiences and action research of those actively engaged in online teaching.

Chapter 2 begins with a discussion on the marketized context and climate in which higher education (HE) today is operating. It continues by exploring the very particular case of online education and its relationship with technology and the teacher. As a relatively new innovation for many HE teachers, it looks at past innovations and the mixed reception they received at that particular point in time, comparing this to some of the thoughts and feelings evoked by online learning and teaching. The final section of this chapter looks at the very particular case of the Open University and how case studies from this institution may be helpful to colleagues across the field of HE that are already teaching or have plans to teach online.

The case studies begin with Rachael Manning and Donna Smith in Chap. 3 who focus their work on building on the Open University’s longstanding use of forums for teaching and learning. The chapter begins with a general consideration of how and why forums are used, through highlighting some of the more pertinent elements in the related literature, and most notably acknowledging one of the core perceived problems with forums: participation. They then move on to discuss the broader context within which forums sit, setting out some of the additional factors that impact on experiences of them and in the process, highlighting the ‘structural’ and ‘functional’ concerns that are related to the use of forums as spaces for learning. They conclude with suggestions for colleagues engaging with forums, based on their preceding analysis. In Chap. 4 Helen Kaye and Jane Barrett remain on the topic of forums, presenting empirical research investigating barriers to successful team work. They argue that poor group dynamics, particularly when working with strangers, are frequently cited by students as a major concern and highlight the importance of facilitating communication in situations where some group members fail to contribute fully. The chapter concludes by emphasising that, in any teaching model, strategic planning should include resources to nurture collaborative skills for students and their tutors. Turning to a different area and tool for learning, George Callaghan and Ian Fribbance in Chap. 5 examine the social media tool Facebook through the lens of teaching theory, reflecting in detail on the challenges such social media present to those working in Higher Education. They take examples such as the ethical aspects of working with Facebook and the threat such social media might present to deep learning. The chapter begins with a review of the literature surrounding social theory of learning, particularly on the debates around informal learning. There is then a discussion of social media in Higher Education in general and the use of Facebook in particular. Data from the Faculty Facebook page is used to illustrate how this technology stimulates and encourages informal learning. They continue by examining these developments within a critical perspective, in particular exploring the ethical and practical challenges of using commercially controlled software within an HE environment.

Exploring the area of assessment and multi-sensory learning in HE, Stefanie Sinclair uses Chap. 6 to consider why there is a need for a greater focus on creativity in higher education. From there she critically explores how digital technology can be used to facilitate creative, multisensory learning and assessment in higher education, particularly, though not exclusively, at a distance. The chapter introduces and critically appraises ...