Pedagogical Redesign: Interactive Online Courses and Practice-Based Assessment

19 october 2026

Domuni Universitas is evolving its pedagogical framework to offer a more interactive, structured and supported online learning experience. Activities integrated into courses, progress-tracking tools, semester projects and oral defences now structure students’ learning journeys. This approach combines knowledge acquisition, practical application and human support to foster autonomy and the ability to apply knowledge.

Courses Designed to Support Learning

Studying at Domuni Universitas means pursuing a university degree entirely online. Students access their courses from their computers and organise their work according to their availability. The new pedagogical framework aims to make this learning journey clearer, more interactive and easier to follow.

Each course is divided into several sections. The content introduces the concepts to be learned, while interactive activities are interspersed throughout the course to help students check their understanding and reinforce the knowledge they have acquired.

This alternation establishes a rhythm for learning. After several sequences devoted to the transmission of knowledge, students may, for example, be invited to answer a questionnaire, put items in the correct order, classify information or complete a fill-in-the-blank exercise.

These ungraded exercises are integrated into the course and tailored to its content. They enable students to review what they have just studied, revisit certain concepts and prepare for the next stage of learning.

At the end of the course, a summary brings together the key points in the form of a mind map, a summary or a glossary. These tools facilitate memorisation and help students retrieve the essential ideas as they continue their studies or prepare for an assessment.

An Interface That Makes It Easier to Track Progress

The new learning interface has also been designed to make navigation easier. Students can track their progress and see which steps they still need to complete within a course.

A completion-tracking system enables them to identify the sections they have finished and those that still require work. This provides concrete reference points to help them organise their learning and progress through their programme.

Before fully embarking on their studies, students also have access to a general study-skills course. This enables them to become familiar with the new learning environment, the structure of courses, assessment procedures and the interactions offered as part of e-seminars.

This introductory stage prepares students to use the tools available to them and understand how their learning journey is organised.

Assessments That Bring Together Several Courses

The new assessment framework represents the second major development. It makes it possible to combine regular checks of knowledge with a more comprehensive assessment of learning outcomes across the semester. At the end of each course, the quiz is retained, but the written assignment is replaced by a semester assessment. This takes the form of a project that draws on several courses and is inspired by the types of work encountered in certain professional settings.

A project comprises three deliverables and an oral defence. The deliverables are written assignments that take different forms depending on the objectives of the programme, such as a portfolio, report, glossary or comparative analysis. Students must establish connections between courses, select relevant knowledge and use it to address a specific problem. This approach enables them to study subjects in a complementary way and develop a more comprehensive understanding of the topics covered.

Quizzes retain their value. They allow students to check their acquisition of knowledge and understanding of concepts. Projects go further: they require students to draw on what they have learned to produce a structured piece of work.

Three Stages in Developing an Argument

The three deliverables of a project follow a progression designed to support students in their intellectual work.

First, students must present and synthesise the concepts they have studied. They need to understand the knowledge presented in the courses and identify its essential elements.

The second stage requires them to continue this synthesis and strengthen the connections between concepts. Students gradually learn to bring together the different resources they draw upon.

Finally, the third part invites them to take a position and construct an argument. Drawing on the material studied, they must answer a question, justify their choices and develop an argument of their own.

This progression enables students to move from knowledge acquisition to application. They do not simply reproduce information; they learn to select it, place it in perspective and use it to formulate a coherent response.

Assignments are assessed according to defined criteria, which make it possible to evaluate the quality of the work produced and students’ ability to apply knowledge appropriately.

An Oral Defence at the End of Each Semester

At the end of the semester project, students present their work in an oral defence before one or more members of a jury who specialise in the relevant subject area. The jury members review the deliverables in advance. They may question students about the choices they have made, the concepts they have used, the arguments they have developed and the connections they have established between the different courses.

Students must therefore be able to explain their approach and demonstrate their command of the reasoning presented in their work. This interaction makes it possible to assess how well they have assimilated the knowledge and gain a better understanding of how they have developed their response. The oral defence also brings a human dimension to distance learning. It provides an opportunity for direct discussion with specialists and may be followed by feedback on the work, advice or suggestions for further study.

Distance Learning with Human Support

Autonomy plays an important role in online study, but it is supported by a structured system of guidance.

Students benefit in particular from mentoring, which helps maintain human contact throughout their studies and supports them along their learning journey. Progress monitoring also enables the pedagogical team to identify situations requiring particular attention.

When delays occur in completing a course or results indicate difficulties, alerts may be triggered. The team can then contact the student to understand their circumstances and identify ways to help them continue their studies.

Satisfaction questionnaires are also used to collect student feedback at the end of courses and academic years. This information contributes to monitoring the quality of the new programmes.

The framework is therefore based on a balance between autonomy and support: students progress within their digital learning environment while benefiting from pedagogical guidance, progress monitoring and opportunities to interact with members of the team.

Learning to Apply Knowledge

The new programmes at Domuni Universitas pursue an objective that goes beyond the acquisition of knowledge alone. They also aim to develop students’ ability to apply that knowledge in practical situations.

This approach is particularly valuable for students seeking to prepare for entry into professional life or considering a career change. Depending on their programme and professional goals, the skills they develop may be applied in fields such as education, intercultural mediation, associations and public authorities.

For students, the learning journey thus brings together several dimensions: studying academic content, checking their knowledge through interactive activities, producing written assignments, connecting different courses and defending their choices during an oral examination.

Studying at Domuni Universitas therefore means pursuing a university education at a distance that combines knowledge acquisition, structured independent work and assessments designed to demonstrate the ability to apply knowledge.

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