Welcome to the Teaching Online Pedagogical Repository!
The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as an open resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the practice of online/blended teaching, depicts this strategy with artifacts from actual courses, and is aligned with findings from the literature.
The latest entries are located at the bottom of this page. Please visit the TOPR website for access to our legacy collections.Please visit the TOPR website to join the mailing list so you can be kept in the loop about revised dates.
Want to share an exemplary online/blended teaching practice with the world? TOPR submissions undergo a peer-reviewed process. While entries can be submitted year-round, they will be formally reviewed during the next Call for Submissions timeframe which is open in Spring 2027 . Please download and use the Strategy Entry Template when making a submission to TOPR.
When the Strategy Entry Template is complete, click the 'Submit Your Idea' button below to officially submit your entry for peer-review. Accepted entries have been published on the TOPR site.
Entries from 2018
Design a Synchronous Learning Environment that Promotes Community, Interactivity, and Equity, Carolina Kim de Salamanca
Embed Interactive Questioning within Course Content, Sue Bauer
Foster Meaningful Learning with Renewable Assignments, Baiyun Chen
Integrate Real-World Examples in an Online Course, Trudian Trail-Constant
Preparing Students to Facilitate a Webinar, Leslie Morris and Shannon McCarty
Promote Active Learning in Group Projects Through the Use of the Transparent Assignment Framework, David Fukuda
Reaching 4 of the 5 ACTFL C’s with the Mixer Language Exchange Site, Erin Diaz
Scaffold Student Success in Online Learning through Metacognitive Prompting and Reflective Journaling, Diane Hamilton
Use Mind Watch Journals to Reflect and Connect to Content, Angela Danley
Use Web Conferencing and Videos to Improve Interview Skills, Cheryle Levitt
Using Buttons to Chunk Assignment Instructional Steps, Sarah Carter
Using Pre and Post-Tests to Close Gaps in Knowledge, Camille Dickson-Deane and Wasana Karunarathne
Using Video Discussion Boards to Increase Student Engagement, Charlotte Jones-Roberts
Entries from 2017
Develop Critical Thinking Skills through Online Simulations Created with Blackboard’s Testing Tool, Alicia K. Ribar and Vera Polyakova-Norwood
Foster Creativity, Collaboration, and Student Choice using Digital Storytelling, Jaime Hannans
Post First Discourse, Laurie Cochenour, Mary Crossley, and Rae Mancilla
Use a Reflective Online Discussion Activity to Help Students Solidify Learning, Jane Sutterlin
Use Rubric Rationale to Improve Student Performance on Peer Review Assignment, Allison Pinkerton
Using Images to Encourage Visual Creativity, Display Comprehension, and Application of a Lesson, Karen Jensen