Essentials of Online Course Design

A Standards-Based Guide

Marjorie Vai, Kristen Sosulski

• Publisher: Routledge
• Year: 2015
• ISBN:
  9781317673781
• Edition: 2
• Topic: Education
• Subtopic: Inclusive Education

In spite of the proliferation of online learning, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them. The second edition of Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational, and visual design principles are presented and modeled throughout the book, and users will quickly learn from the guide's hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

The guide's key features include:

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• a practical approach informed by theory

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• clean interior design that offers straightforward guidance from page one

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• clear and jargon-free language

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• examples, screenshots, and illustrations to clarify and support the text

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• a checklist of online course design standards that readers can use to self-evaluate.

• a Companion Website with examples, adaptable templates, interactive learning features, and online resources: http://essentialsofonlinecoursedesign.com

Essentials of Online Course Design serves as a best practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual.

For more of Marjorie Vai in her own words, listen to this 2011 interview from the On Teaching Online podcast: http://onteachingonline.com/oto-16-essentials-of-online-course-design-with-marjorie-vai/

Chapter 1 Orientation to Online Teaching and Learning

DOI: 10.4324/9781315770901-1

Learn

Knowledge makes everything simpler.

Maeda (2006), 4th law off simplicity

In this chapter, we look at some of the key characteristics of teaching online. Some, such as format and delivery, are unique to teaching online. Others, such as how time is used, the structure of an online class, and communicating without face-to-face contact, require understanding and some adaptation.

Make no mistake about it—your first experience teaching online will require adjustments. The following will most certainly be different from teaching on-site:

• Absence of a physical teaching space. You no longer have a physical classroom! This completely changes the way you interact with your students. For example, assignment instructions are usually written, and lectures and presentation of new material must be re-conceived for the online environment. Students will be learning and interacting with the online course on a variety of devices: computers, iPads and other tablets, electronic reading devices such as Kindle, or smartphones. They may be doing this on the go in cars, buses, or trains, and in a variety of places such as coffee shops, home, or work.
• Online class content. Ideally, much of this is planned and created before the course begins. This guide walks you through the process.
• Communicating online rather than in person. You can’t rely on the same nonverbal communication techniques you use in an on-site class. Online, the tone of your writing, expressions of encouragement, and perhaps some audio or video will help learners understand your personality. On a one-on-one level, you will be in contact through emails, video conferencing, or even by phone. You won’t be there to clarify points as needed. So, it becomes important to use a writing style that is clear and straightforward. At times, you will clarify by using references to online resources or definitions.
• Delayed feedback. It is important to anticipate questions from students ahead of time and articulate the answers within your instructions for activities, assignments, etc.
• Visual design. Simple, organized, and clean page design supports clarity and understanding. Using images, and restating or providing examples in audio or video, may help as well.
• Flexibility. When you add flexibility, you lose a certain amount of structure. Deadlines now play a key role in providing structure.
• Time online. You and the learners will need to adjust to how your time is used. We cover this in detail below.
• Class participation vs. attending class. The quantity and quality of online class participation replaces on-site attendance.
• Office hours. The way you provide extra help to students and answer questions will change, somewhat. Setting up office hours by phone or text/video/audio chat (e.g. Skype and Google Hangouts) is possible. (Note: always be aware of time differences.)
• Online class discussion and group work. Student discussions and group work are supported by collaborative tools. The collaborations take place over days, and the interactions, such as comments by students, are recorded for all participants to review and comment on.

1.1 Online Learning Today

According to Marc Prensky, today’s learners are not the people our educational system was designed to teach:

It is now clear that as a result of this ubiquitous (digital) environment and the sheer volume of their interaction with it, today’s learners think and process information fundamentally differently from their predecessors … we can say with certainty that their thinking patterns have changed … Our learners today are all “native speakers” of the digital language of computers, video games and the Internet.

(Prensky, 2001)

In many parts of the world, learners that were 28 or younger at the publication of this book have probably grown up with computers, video games, word processing, and the Internet. They have easy, portable access to the music, art, and entertainment of their liking, as well as at-their-fingertips access to large numbers of people that share their interests or have information they want.

These learners are not the passive recipients of such technology, as their parents might have been. They can and most often prefer to be participants in multiuser environments. They use their imagination and creativity freely and openly. They work, play, and compete with people around the globe. These learners are used to levels of engagement, collaboration, interactivity, access, and instant feedback that could not have been imagined 30 years ago.

And what of the older learners and teachers among us, the “digital immigrants” who were not brought up using the technology, but want to or have to embrace it now? They must adapt. And why not? It’s pretty exciting stuff.

We can begin here by becoming familiar with the elements and standards that make for a good online course. Visual, pedagogical, and organizational design need to be clear and engaging enough for all to get it, “natives” and “immigrants” alike.

This guide introduces the pedagogical essentials of modern online course design.

1.2 Asynchronous Learning

Real time

is another term that can be used for synchronous.

Synchronous means that things are happening at the same time. Asynchronous means that things are happening at different times.

If a teacher in New York is teaching an on-site class, or if an online class is being taught in real time, it is happening synchronously, as teacher and learners are communicating within the same time frame. If a teacher in New York is teaching students who come in at different times, either because they are in different geographical areas and/or just come in when it’s convenient, they are participating asynchronously.

to do

Who Are Your Learners?

We can’t generalize about who your learners will be.

Let’s look at some characteristics of online learners.

Many of your learners will fall into more than one category below. Many of you will have a variety of different students. We hope that this helps you to put yourself in their place and imagine what it’s like to be an online student. We also suggest that you take an online course if you have the opportunity and the time, and haven’t done so already.

• The “digital pros” are 30 or under. They grew up using the Internet. They are used to scanning web pages, reading short messages on email, text messaging, and using social media websites such as Twitter and Facebook. Digital pros can’t conceive of a life without digital media.
• The “digitally evolved” grew up with computers but typically were introduced to the Internet in high school or college. They may or may not find using digital/social media second nature, depending upon their background and attitude.
• The “digital adopters” use computers but are used to reading longer texts, papers, and magazines. They are fairly comfortable with doing the basics on a computer, but may not feel comfortable jumping into a totally digital world with lots of bells and whistles.
• The pre-digital learners may be taking an online class simply because there is no other choice. They know little about computers.
• International learners’ first language may not be English. If this is the case, they rely on the fact that the teacher is sensitive to this without being patronizing. Many of you who use this book will have entire classes of learners whose native language is something other than English. The chances are there will be some variation in cultures and first languages in most online classes.
• The classic (young) learners are probably also digital pros. They may be in high school, a community college, or a four-year college. They may still be in the process of developing a writing style. Some may have trouble with grammar structure and use.
• Adult (probably working) learners have neither time nor money to waste. They may or may not be comfortable with the digital world. This group may or may not have difficulties with their writing, and the structure and use of grammar.

Look over this list again. Which of these groups do you belong to? Focus especially on those that are different from you and try to put yourself in their place.

This book focuses on asynchronous learning. This is how it works: The teacher may post material online at 9:00 a.m. on Monday in Toronto. Learners, who may be situated anywhere in the world, can access that material and respond any time, day or night, within a defined number of days.

Asynchronous learning is more flexible than real-time learning since the class is not fixed within a set time period on specific days. Consequently, it is preferred by learners with busy lives, complicated schedules, or burdensome commutes. Learners can participate at a time of day that is convenient. The same, of course, is true for the teacher.

An asynchronous online course follows the daily personal schedule of learner and teacher. Class meets at no particular time and is of no specific length. In fact, an online class doesn’t actually meet in the sense that it does on-site. The learners do not need to be online together at any particular time.

Asynchronous online study is really the only convenient possibility for international or...