With the current COVID19 pandemic, online education is not only becoming necessary but also increasingly popular. This means there is a need to also have some kind of a guideline for online education. According to Moore (1989), in relation to distance or online education, as a minimum, educators need to agree on the distinctions between three types of interaction: learner-content interaction, learner-instructor interaction and learner-learner interaction This article poses an analysis of the said components of interaction related to online teaching and learning. The paper also examines ethics and its importance in relation to Islam. It further states the Islamic perspectives of online teaching ethics, which will function as a theoretical model of Islamic online teaching. The model is explained by describing and illustrating relevant Islamic teachings and principles derived from the Quran and Hadith. Some discussion has been made regarding why Muslim educators should implement the code of ethics specifically in online education. Keywords: Learner – content interaction, learner – instructor interaction, learner –learner interaction, teaching and learning, online Islamic ethics.

Module development is one of the essential components in planning a course, especially in instilling specific learning objectives into the teaching and learning process. In language learning, the aspect of module development needs to incorporate interesting, creative, interactive and communicative elements, as it should serve as a guideline to navigate courses and programmes in specific contexts. 21st century learning is a new concept that has become widespread globally and aims to produce more flexible learners. This concept is equipped with a myriad of skills that can assist learners in the future job market and beyond. However, there are many perceptions that surround this new mode of learning, as most people seem to dismiss 21st century learning as merely focusing on technology, with a limited scope of variety in relating teaching and learning to incorporate other aspects. This paper aims to present the development of a module based on 21st century learning skills for a group of upper secondary school students, participating in a short duration Language Summer Camp, which entails the usage of ICT skills, creativity, critical thinking, collaboration and leadership skills. Examples of lessons and activities that support the learning of language together with the essential 21st century skills are presented. From garnering new technological skills, to becoming competent communicators and advanced problem solvers, students are hoped to benefit from this dynamic and engaging module, hence, enhancing the connection between traditional learning methods, while expanding teaching modes to become more collaborative for teachers and learners alike. Keywords: 21st century learning, 21st century skills, English language, ICT skills, Summer camp