One of the key qualities of #dariahTeach is that it enables asynchronous and flexible learning. By opting for online learning, participants have the opportunity to shape their time, place, and pace of learning:

• The presentation of content can be more flexible and the didactic approach more open;
• Integrating e-learning with other study modes so that students can extract the maximum benefit from the flexibility offered;
• At the macro level students have the flexibility to start and complete courses and programmes to schedules of their own choosing;
• At the micro level students can progress through the courses with flexible timetables, whilst, if appropriate, navigating and adhering to schedules established by the institution.

Online delivery of learning material

Developing a course for online, asynchronous teaching/learning is different to teaching in a week-by-week classroom environment. When creating courses for online delivery the following factors of online learning should be kept in mind:

• Time: As suggested earlier, online teaching has no time delimiters. Users can skip a section, leave and return as they wish depending on their individual schedule.
• Structure: Structuring the learning material is extremely important to guide users through the course suggested pathway. Instructors could either suggest a pathway from general to more specialised knowledge or develop a course with autonomous topics.
• Monitoring: #dariahTeach courses are not monitored in the traditional sense. Users are on their own when dealing with an online course. Moodle does allow for uploading assignments, giving feedback, and completing tasks. However, since learning is asynchronous, monitoring opportunities are now placed within a larger time frame than during face-to-face sessions.

There will be specific directions and instructions for creating engaging #dariahTeach courses in Unit III: Developing a #dariahTeach Course.