A way to design the course workflow consists of a progressive transition from synchronous to asynchronous learning; to progress from teacher centred approach and "content”-based objectives towards the achievement of student-centred approach and “learning to learn”-based and “emotional intelligence”-based objectives.

- Synchronous learning. This is primarily a teacher-centred approach and implies the use of reduced number of innovative activities and that texts and assessments are strongly structured, in both content and time. The aim is to make students more active in acquiring knowledge and skills and the individual communication and interaction between learners/teacher.

At this stage, teachers should concentrate their effort to set up self-made materials. Students would learn greater part of content through textbooks, materials and activities in their own language. Thus, lecturers concentrate on the essence and the more clearly explaining of matter.

- Transition. The second step is to make students more aware of their own learning process, including attitudes and self-concept. A proper diversification of information support, especially audio-visual and computer-based materials, is a suitable way to explore learners’ multiple intelligences. The activities may employ intensively the e-learning tools, although all proposed activities in this point can guide students to read widely, think deeply, analyse comprehensively and improve their motivation.

Teachers may take advantage of online ready-to-use materials. Individual creation of glossary and concept maps is also suitable for thel teaching at this step. Concept maps offer a method of representing information visually. Many of the concepts in the courses of universities are abstract and constructing a concept map is a good way to help students to build a knowledge framework and a mental connection between the main concepts and their relationships.

- Asyncronous learning. The third step focuses on interaction and interrelation. The asynchronous learning intensifies debate, experimentation and exploration and implies the increase of number and complexities of activities; adjusting them to individual characteristics. It also entails that textual information, materials and assessments are loosely structured. Many of the activities in this period are student-centred teaching and learning methods and proved to be effective.

Case study and tutorial workshop are the methods to promote a deeper-level processing of learning, communication skills, and team skills. In these activities students question with companions and the solutions are given to the students at the end of each activity. At the same time, students observe demonstration and experiments relating to the problem. Teacher presentations of case study, advises of professional tutors, demonstrations and experiments are appropriate ways to accomplish teaching. Teachers may take advantage of free-to-use OCW repository.

The final step is to focus on transferable skills that will produce effect in later employment and demands of community. Participation in symposiums, collaboration in groups, debates, group projects and problem based learning (PBL) are emphasized at this stage. This step is not reserved for activities and interactions intentionally organized and structured for learning. It trains thinking and cooperative skills; and individually integrates knowledge and concepts.