I learned that media strategies are important because they help make online learning more interesting and easier to understand. Using videos, pictures, charts, activities, and examples can help students stay engaged instead of just reading information.

I also learned that Instructional Systems Design (ISD) is a way to plan lessons with a purpose. It helps make sure the course has clear goals, useful activities, and assignments that match what students are supposed to learn.

I plan to use this by creating course materials that are organized, interactive, and connected to real-life situations so students can better understand and apply what they are learnin

I learned that building a learning curriculum should be intentional, meaningful, and engaging. Assessments should include content that reinforces the competencies students have learned while also providing useful feedback to help them build confidence, strengthen critical thinking, and apply knowledge to real-life scenarios. I also learned that using a variety of delivery methods, especially interactive activities, can help keep students engaged and support different learning styles.

I learned that online classes need to be engaging so students do not feel like they are just clicking through assignments. To make learning more engaging, I can use short videos, discussions, questions, examples, quizzes, and real-life activities. I plan to use both live and self-paced activities to help students stay interested and better understand the material.

What I learned from this is that a good online course should be organized, easy to follow, and engaging. Students should know where to start, what is expected, and how each assignment connects to what they are learning. I also learned that online learning should be more than just clicking through slides or videos. Students need activities, discussions, questions, and assignments that help them think, apply information, and stay involved. Overall, good course design helps students feel supported and successful.

What can you do to help students feel like they belong and stay connected in an asynchronous class? Since you can’t see students’ nonverbal cues, what strategies can you use to understand when they need emotional support or are feeling isolated, especially if they are struggling or procrastinating because they lack in-person support or help?

From this module, I learned the key differences between synchronous and asynchronous e-learning and how each approach impacts student learning. Synchronous learning happens in real time, allowing immediate interaction between instructors and students, while asynchronous learning allows students to access materials, complete activities, and participate in discussions at their own pace. This flexibility can support students who have work, family responsibilities, or different learning speeds.

I intend to apply this knowledge by designing learning activities that take advantage of the strengths of asynchronous instruction, such as clear instructional materials, structured discussion opportunities, and self-paced learning tasks. At the same time, I will ensure that students remain engaged by providing regular feedback, clear expectations, and opportunities for interaction so that they feel supported even when learning independently.

Here is a concise legal overview of the implications of infringing Fair Use and the TEACH Act in a for-profit online education context.

1. Fair Use Infringement

Legal Basis: Copyright Act of 1976 (17 U.S.C. §107)

What Fair Use Allows

Fair use permits limited use of copyrighted works without permission based on four factors:

Purpose and character of the use (commercial vs. nonprofit, transformative nature)

Nature of the copyrighted work
Amount and substantiality used
Effect on the market value

For for-profit institutions, the “commercial purpose” factor often weighs against fair use, though it is not automatically disqualifying.

Legal Implications of Infringement

If an instructor or institution incorrectly claims fair use:

Direct Infringement Liability (Instructor)

The instructor may be personally liable for unauthorized reproduction, distribution, public performance, or display.
Vicarious or Contributory Liability (Institution)
The institution may be liable if it:

Had the right and ability to supervise the infringement, and
Benefited financially from it.

Statutory Damages
Under the Copyright Act of 1976:

$750–$30,000 per work infringed
Up to $150,000 per work for willful infringement

Actual Damages & Profits
Courts may award actual financial losses and any profits attributable to infringement.
Injunctions & Reputational Harm
Courts may order removal of materials and halt course distribution.

2. TEACH Act Infringement

Legal Basis: Technology, Education, and Copyright Harmonization Act (17 U.S.C. §110(2))

What the TEACH Act Permits

The TEACH Act allows accredited nonprofit educational institutions to:

Transmit limited portions of copyrighted works

In distance education settings
Without obtaining permission

Key limitation: It primarily applies to accredited nonprofit institutions. Many for-profit institutions cannot rely on its protections.

Institutional Requirements Under the TEACH Act

To qualify, institutions must:

Implement copyright policies

Provide informational materials on copyright
Limit access to enrolled students
Use technological measures preventing retention and redistribution
Use only lawful copies

Failure to meet any requirement removes TEACH Act protection.

Legal Implications of Non-Compliance

If an online instructor at a for-profit institution relies improperly on the TEACH Act:

The use reverts to ordinary copyright analysis.

The institution may face:

Direct liability (unauthorized digital transmission)
Secondary liability for faculty actions

Increased exposure because digital transmissions can involve:

Reproduction
Distribution
Public performance/display rights

3. Specific Risks for For-Profit Institutions

For-profit institutions face heightened scrutiny because:

Commercial purpose weighs against fair use.

TEACH Act protections may not apply.
Courts may consider systematic use in online courses as market substitution.
Licensing markets for digital course materials are well established.

Conclusion

If “fair use” or the TEACH Act is improperly invoked:

Instructors risk personal infringement liability.

For-profit institutions face significant statutory damages, especially since TEACH Act protections are limited largely to nonprofit institutions.
Courts will apply traditional copyright principles under the Copyright Act of 1976, often with less deference to commercial educational use.

Fundamental Principles of Copyright Law

Copyright law protects original works of authorship and gives creators certain exclusive rights. While the specifics vary by country, most systems (including the U.S., U.K., EU, Canada, and others) share these core principles:

1. Originality

A work must be original—meaning independently created and showing at least minimal creativity. It does not need to be novel, just not copied.

2. Fixation

The work must be fixed in a tangible medium (written, recorded, saved digitally, etc.). Ideas alone are not protected—only their expression.

3. Automatic Protection

Under the Berne Convention, copyright protection arises automatically upon creation. Registration is not required (though in some countries, like the U.S., registration provides additional enforcement benefits).

4. Exclusive Rights

Copyright holders generally have the exclusive right to:

 • Reproduce the work

 • Distribute copies

 • Prepare derivative works

 • Publicly perform

 • Publicly display

 • Digitally transmit (for sound recordings)

5. Limited Duration

Protection lasts for a defined period (commonly life of the author + 70 years in many jurisdictions).

6. Limitations and Exceptions

Copyright law balances protection with public interest through doctrines such as:

 • Fair use (U.S.)

 • Fair dealing (U.K., Canada, Australia)

 • Educational exceptions

 • Library/archive exceptions

 • Public domain works

In the U.S., these rights are codified in the Copyright Act of 1976.

The improvement of technology has made it necessary for a demand in online learning. Therefore the users of online learning have an obligation to educate themselves to meet the demand of improving the use od technology.

I learned the importance of online strategies to keep the learners focus and it is essential to be aware of different tools that will enhance learning skills.

For each course will the syllabus (other than contact information office hours and instructor information etc) have the same assignments, learning, assignments and requirements?

How can we evaluate this method of metrics

What are the new trends in healthcare that fosters teamwork?

How can we aplied critical thinking with our students?

DO YOU AGREE?

why students are referred like nomadic?

Just as there are many intelligences, we must create diverse learning methodologies.

I have learned the importance of interacting with all students both asynchronously and asynchronously.

It is important that through various activities I can make my students feel part of a community.

What percentage is ideal for both synchronous and asynchronous activities?