The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Petra Robinson ◽  
Maja Stojanović
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Future Research ◽  
Graduate Level ◽  
Emotional Literacy ◽  
Online Course Design

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

Most courses are not born digital

2014 ◽  
Vol 31 (4) ◽  
pp. 217-229 ◽  
Author(s):  
Evangeline Marlos Varonis
Keyword(s):  
Online Learning ◽  
Peer Review ◽  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Online Course ◽  
Shared Services ◽  
Online Course Design ◽  
Content Type

Purpose – The purpose of this paper is to discuss benefits of and barriers to online learning and describe utilization of the Quality Matters (QM) peer review process as a method to assure the quality of online courses. It outlines the QM higher education rubric, explains how the collaborative QM peer review process facilitates online course design and certification, reports on the development of a statewide consortium in Ohio, and explores future directions in online courses. Design/methodology/approach – This paper offers a brief historical review of the incorporation of technology into teaching and learning. It describes attitudes toward online learning and the creation of the non-profit QM program as a vehicle for improving online course design. It summarizes the eight standards of the QM rubric, describes the QM peer review process, and discusses the implementation of the Ohio QM Consortium (OQMC) as a shared services model. Findings – Given existing barriers to online learning, the QM program can improve learning outcomes by offering best practices in online course design, validating the quality of online courses, encouraging faculty buy-in through a focus on design rather than content, and facilitating degree completion through recognition of quality courses. Practical implications – Institutions that seek to validate online course quality in a cost-effective manner can explore a shared services model such as that developed by the OQMC. Originality/value – This paper introduces to an international audience a program and process, widely implemented in the USA, which encourages inter-institutional cooperation and promotes a supportive culture among online educators.

scholarly journals Head of gold, feet of clay: The online learning paradox

2011 ◽  
Vol 12 (2) ◽  
pp. 19 ◽  
Author(s):  
Thomas Michael Power ◽  
Anthony Morven-Gould
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Course Design ◽  
Course Delivery ◽  
Online Course ◽  
Actual Number ◽  
High Quality ◽  
Online Course Design ◽  
Course Materials ◽  
Learning Paradox

Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.<input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" /><input id="gwProxy" type="hidden" /><input id="jsProxy" onclick="if(typeof(jsCall)=='function'){jsCall();}else{setTimeout('jsCall()',500);}" type="hidden" />

Authentic Learning in Online Courses

2012 ◽  
pp. 82-94 ◽  
Author(s):  
Deb Gearhart
Keyword(s):  
Online Learning ◽  
Real World ◽  
Course Design ◽  
Online Courses ◽  
Authentic Learning ◽  
Learning By Doing ◽  
Online Course ◽  
Instructional Designers ◽  
Online Course Design ◽  
Design Students

The purpose of this chapter is to describe authentic learning, review the literature pertaining to authentic learning, discuss the benefits for online learning, and provide a model for the use of authentic learning in online course design. Students comment they are motivated by solving real-world problems and often express a preference for doing rather than listening. At the same time, most educators consider learning by doing the most effective way to teach (Lombardi, 2007). The chapter will be beneficial to instructors and instructional designers alike.

scholarly journals Improving the K-12 Online Course Design Review Process: Experts Weigh in on iNACOL National Standards for Quality Online Courses

2017 ◽  
Vol 18 (3) ◽  
Author(s):  
David Adelstein ◽  
Michael K. Barbour
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Online Courses ◽  
National Standards ◽  
Online Course ◽  
Second Phase ◽  
Validity And Reliability ◽  
Online Course Design ◽  
Research Perspective ◽  
K 12

<p class="3">Within the K-12 online learning environment there are a variety of standards that designers can utilize when creating online courses. To date, the only research-based standards available are proprietary in manner. As such, many jurisdictions have begun adopting online course design standards from the leading advocacy organization, which that have yet to be validated from a research perspective. This article reports on the second phase of a three-stage study designed to examine the validity and reliability of the iNACOL <em>National Standards for Quality Online Courses</em>. Phase two utilizes two groups of expert reviewers to examine and provide feedback with goal of further refining these standards (after the standards had been scrutinized through the lens of the available K-12 online learning literature).</p>

Online course design structure and interface

2021 ◽  
Vol 2021 (169) ◽  
pp. 15-33
Author(s):  
Penny Ralston‐Berg ◽  
Heather Braatz
Keyword(s):  
Course Design ◽  
Online Course ◽  
Online Course Design ◽  
Design Structure

scholarly journals Integrating students’ perspectives about online learning: a hierarchy of factors

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Montgomery Van Wart ◽  
Anna Ni ◽  
Pamela Medina ◽  
Jesus Canelon ◽  
Melika Kordrostami ◽  
...  
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Large Scale ◽  
Success Factors ◽  
Course Design ◽  
Instructional Support ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Future Research ◽  
Social Comfort

AbstractThis article reports on a large-scale (n = 987), exploratory factor analysis study incorporating various concepts identified in the literature as critical success factors for online learning from the students’ perspective, and then determines their hierarchical significance. Seven factors--Basic Online Modality, Instructional Support, Teaching Presence, Cognitive Presence, Online Social Comfort, Online Interactive Modality, and Social Presence--were identified as significant and reliable. Regression analysis indicates the minimal factors for enrollment in future classes—when students consider convenience and scheduling—were Basic Online Modality, Cognitive Presence, and Online Social Comfort. Students who accepted or embraced online courses on their own merits wanted a minimum of Basic Online Modality, Teaching Presence, Cognitive Presence, Online Social Comfort, and Social Presence. Students, who preferred face-to-face classes and demanded a comparable experience, valued Online Interactive Modality and Instructional Support more highly. Recommendations for online course design, policy, and future research are provided.

Network Courses Construction and Research

2012 ◽  
Vol 482-484 ◽  
pp. 2253-2256
Author(s):  
Lin Jin ◽  
Tong Zhao
Keyword(s):  
Curriculum Design ◽  
Course Design ◽  
Online Course ◽  
Electronic Technology ◽  
Online Course Design ◽  
Teaching Development ◽  
Design And Implementation ◽  
Technical Specifications

Network courses construction and research, explained the concept and the content of Network curriculum, the main technical keys of the network course construction, and discusses the methods of using Dreamweaver Web Editor developing network course based on Web platforms. "Digital Electronic Technology" online course design and implementation of an example, introduced the principle of network curriculum design, and the technical Specifications of teaching development.

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