Creating an online course is more than just loading a
syllabus and tests into a course management system (CMS) and sitting back as
learners work through the reading assignments and tests. An online learning experience requires more
attention to detail and to the development of an effective online learning
community.
When setting up an online learning experience, the
instructor (or designer) needs to consider the available technology. Standard 6 of the Quality Matters (QM) Rubric
(2015) is concerned with
course technology and state that technology should not only engage and support
the learner, but should support the learning outcomes as well. This is supported by Drs. Pratt and Palloff (Laureate Education (Producer), 2010) in their advice to
not use technology if it does not help build to the outcomes. If it does not strengthen the course, then it
may become nothing more than a distraction.
Knowing what technology is available and how to use it effectively can
help enrich the online environment and improve student engagement (Boettcher
& Conrad, 2010; Conrad & Donaldson, 2011) .
Clear communication of expectations to the learners is the
subject of several QM standards. Notably,
Standard 1 (Quality Matters Program, 2015) offers guidance on
how to establish basic expectations such as prerequisite knowledge,
communication guidelines, and minimum technology requirement. Much
of the activities included in the first standard of QM can be used to help
establish a rapport with students and increase engagement. Dr. Pratt (Laureate Education (Producer), 2010) suggests that the
first two weeks are critical in limiting attrition.
In addition to establishing the tone of the online learning
community, communicating the learning outcomes or competencies in terms that
will be understood by the learner is part of the second QM Standard. Boettcher and Conrad (2010) advise that clear
expectations not only help to “ensure understanding and satisfaction in an
online course,” (p. 55) ,
but also help alleviate misunderstandings and will go far in the development of
the online learning community.
An additional consideration when creating an online
environment concerns student support. QM
Standard 7 is concerned with ensuring students know what services are available
to them and how to access them. In my
past with online courses, part of the feeling of isolation stemmed from knowing
there were services at campus, but assuming they were not available for me as
an online student. Making the
information part of the online environment may go far in ensuring the learner
feels comfortable in reaching out for academic or personal help if necessary.
Launching an effective and engaging online learning
experience requires not only an understanding of how to use technology,
communicate with learners, and inform them of expectations and services, but
also a good foundation in learning theory.
From an instructional designer point of view, I feel that the foundation
in learning theory helps to drive the decisions I make when creating an online
course. The Quality Matters Standards
offers those who may not have that foundation an excellent framework to use
when creating an online course. I am
learning in my own practice to use the QM Standards as a common ground with
instructors who, while experts in their own fields, may not have a foundation
in learning theory.
References
Boettcher, J. V., & Conrad, R. (2010). The
online teaching survial guide: Simple and practical pedagogical tips. San
Francisco: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2011). Engaging
the online learner: Activities and resources for creative instruction. San
Franscisco: Jossey-Bass.
Laureate Education (Producer). (2010). Launching the
online learning experiences [Video file]. Retrieved from
https://class.walden.edu
Laureate Education (Producer). (2010). Online
learning communities [Video file]. Retrieved from https://class.walden.edu
Quality Matters Program. (2015, January). Standards
for the QM Higher Education Rubric, Fifth Edition. Retrieved from Quality
Matters: www.qualitymatters.org
Great job Rebecca!
ReplyDeleteYou said, " When setting up an online learning experience, the instructor (or designer) needs to consider the available technology. Standard 6 of the Quality Matters (QM) Rubric (2015) is concerned with course technology and state that technology should not only engage and support the learner, but should support the learning outcomes as well. This is supported by Drs. Pratt and Palloff (Laureate Education (Producer), 2010) in their advice to not use technology if it does not help build to the outcomes. If it does not strengthen the course, then it may become nothing more than a distraction. Knowing what technology is available and how to use it effectively can help enrich the online environment and improve student engagement (Boettcher & Conrad, 2010; Conrad & Donaldson, 2011)." This make so much sense an instructional designer needs to carefully plan and create an online environment where the students needs can be met regardless of where they are. Students need to feel apart of the learning and be able to participate and get their questions and concerns addressed in due time. As an instructional designer it is best to consider the students and how technological savvy they are. The course needs to be designed in a way that will enable the students to navigate and find all the materials they need to fully function and participate in the course.
Donnett,
ReplyDeleteStudents being able to navigate the course may likely be one of the main determinants for their success. I have been told by several students that a particular professor's course is so difficult to navigate that they just didn't know where to start! Nor did they even know how to contact him as that information was impossible to find.
I think it is easy to take it for granted that learners will be able to navigate the course. What the instructor might think is organized and intuitive may be in a complete disarray from the perspective of the student!
I agree with you, basic expectations should also communicate pre-requisite knowledge. I liked the icebreaker activities in Engaging the Online Learner, the authors Conrad and Donaldson (2011, pg. 38) also noted “once the instructor determines the course requirements, the skill level of the students needs to be determined”. Along with providing students with a pre-course skills assessment, I also believe that it is important that pre-requisites to courses be communicated by the academic organization or any organization for the matter, prior to enrollment so that learners are not blindsided by what’s expected of them.
ReplyDeleteReference:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Keisha,
DeleteThat is such an important point! We have an issue with some academic advisors who grant access to the program's 101 class without checking the prerequisite math skills, and equally importantly, letting them know that they must enroll in not just one course, but also three others!
I like the idea of ice-breakers that can help the instructor assess skills before the course really starts. People with no real interest or a misunderstanding of the topic can quickly find themselves in way over their head.