Nurturing Online Learning Environments: Course Design and Structure
Susan Farber | Advisory Board Member, Profology
Additionally, Islamoglu and Branch investigated the circumstances under which deep learning can occur within an online environment, so learners engage with content and apply skills to connect with the content and transfer this new knowledge to solve problems or for future use. They referred to prior research by Sankaran and Bui, who noted that courses promoting deep learning would “include detailed learning objectives, learning reinforcers, step-by-step instructions for assignments, review materials and sample questions” (page 197). Ley and Gannon-Cook also noted how online learners appreciate examples to guide them to successful assignment submission. For those of us familiar with the Quality Matters program or the Sloan Consortium’s five pillars, it’s not surprising that these elements are considered essential for an online course to be student-centric in design.
Design of instructional resources has a similar effect as the overall design and structure of an online course. Applying what is understood of the information-processing system and multimedia theory to the messages shared in resources and selected texts, online instructors can guide learners to identify the essential, the generative and the non-extraneous elements of lessons or texts. According to MJ Bishop, this approach to designing instructional interactions and activities nurtures knowledge construction and active, student-centered instruction, dependent on learners assuming responsibility for their progress. Acknowledging what we know about cognition and several barriers to learning, we can apply multimedia theory, the power of digital technology and the communication process to guide our resource selection and design and how we structure course portals and modules.
This is the fourth in a five-part series by Susan Farber on creating a nurturing online learning environment. To read the first installment and preview the rest of the series, please click here.
Author Perspective: Association
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Excellent piece. A lot of thought does have to go into course design to ensure both its content and format are geared toward adult students. At the same time, instructors should demonstrate flexibility in amending the course as required based on student feedback and outcomes early in the term. Sometimes even the best-designed course wonāt meet a particular set of studentsā needs, and itās important for instructors to recognize that early on and address it as necessary.
If indeed online instructors are willing to design student-centric courses, they tend to seek student feedback and review what has worked for students.
It is equally true that with a range of student needs and abilities or interests, it becomes very challenging to meet all students’ needs.
Both students and instructors should assume responsibilities:
The students to become pro-actively engaged in course activities, to share feedback, to pose questions or seek clarification.
The instructors’ responsibilities lie in being effective communicators, content matter experts, willing to entertain questions and provide relevant feedback to guide further learning.
I look forward to others’ ideas and suggestions. Thanks for sharing your thoughts.
Iāve enjoyed the series so far. The key takeaway for me is the idea that an online environment has to be ānurturedā rather than simply created. The online environment is a work in progress, a space that should be continually reviewed and rebuilt to fit changing needs and expectations. Itās exciting work to be part of.
A great piece of work!!! Today, introduction of online learning courses are contributing a lot in making the education reachable to huge masses. To make it more effective, essential reforms in the syllabus and quick expert assistance are desperately needed. Many institutions are devoted towards providing quality online learning education to the student with well-framed system. Pastest falls in that category.