There are many things an instructor must keep in mind when designing an online learning experience.
·
What is the significance of knowing the
technology available to you?
When designing an online course, it is imperative
to know the technology available to you. The teaching responsibility of the
professor changes with online courses. Not only must the professor design the
course, facilitate discussion, and directly instruct students, they must also
be technologically savvy
·
Why is it essential to communicate clear
expectations to learners?
Setting expectations in your online course is
critical for a learner’s success. From the beginning it is important for an
instructor to establish clear expectations and to reinforce those expectations
during the teaching of the course. Giving students a syllabus, grading policy,
rubrics, and rules of engagement will allow them to know what is needed to master
material. It will lessen stress and confusion if expectations are understood by
all parties from the beginning.
·
What additional considerations should the
instructor take into account when setting up an online learning experience?
The instructor should keep in mind many things.
The major thing is to make sure you are using the technology to drive student
engagement and understanding of the material. Make sure you are using the full
ability of the technology or software you use. This will allow all learning
styles to be accommodated. Course designers should create an array of
assignments, activities, and assessments that allow learners to interact and
practice with content in multiple ways, on multiple cognitive levels and using
multiple measures and methods to assess learning
References
Burns, M. (2016, July 6). Designing Effective
Online Courses: 10 Considerations . Retrieved from eLearning Industry:
https://elearningindustry.com/designing-effective-online-courses-10-considerations
Hendricks, S., & Bailey, S. (2014). What
Really Matters? Technological Proficiency in an Online Course. Online
Journal of Distance Learning Administration, XVII(II). Retrieved from W:
https://www.westga.edu/~distance/ojdla/summer172/Hendricks_Bailey172.html
COLLAPSE
ReplyDeleteHi, Tiffany: One thing I noticed in several of my courses at Walden is that the instructor isn't the one that sets up our blackboard and often links are broken or tools are retired (no disrespect, Dr. Porter!). One thing that Boettcher & Conrad (2016) point out is that the course should be looked at with fresh eyes every 2-3 terms. I feel that is an area where Walden could improve its courses because it's frustrating as a learner to have these broken links or retired tools. And, in a course like ours where there are only 3 students, it would be helpful if Dr. Porter could go in herself and adjust the assignments and discussions for our small class. The "technology should serve the pedagogy" (Boettcher & Conrad, 2016). When in an Instructional Design program and Distance Learning courses, broken links don't support what it is that we are learning (again, no disrespect intended to you, Dr. Porter!).
Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.).San Francisco, CA: Jossey-Bass.
Hi Tiffany, I agree with you regarding communication. The ways we used and provide information assist in the ways we better understand information and learn. Have clear and simplified information allows us to feel confident in our learning as well. It helps everyone if the facilitator is getting regular feedback from their students. This is assist them in future classes.
ReplyDeleteProzesky D. R. (2000). Communication and effective teaching. Community eye health, 13(35), 44–45.
Boettcher, J. V., & Conrad, R. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.).San Francisco, CA: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.