scholarly journals Applying the Community of Inquiry e‑Learning Model to Improve the Learning Design of an Online Course for In‑service Teachers in Norway

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Krystyna Krzyszkowska ◽  
Maria Mavrommati
Keyword(s):  
Instructional Design ◽  
Student Perceptions ◽  
Community Of Inquiry ◽  
Course Design ◽  
Learning Experience ◽  
Learning Model ◽  
Online Course ◽  
Learning Design ◽  
Digital Competence ◽  
E Learning

: Education authorities in Norway endorse online courses for in‑service teachers to raise education standards and to promote digital competence. Naturally, these offerings present teachers with opportunities to integrate new theoretical perspectives and their professional experience in an online learning community. The inquiry into one's professional practice, enhanced by critical reflection in a group of fellow professionals, is considered essential for a lifelong learning practitioner, however, the emerging examples of instructional design tend to prioritise content delivery rather than professional discourse. In this paper, we demonstrate how the Community of Inquiry (CoI) framework could be adopted to transform learning design, which prioritises the delivery of individual assignments, into a more collaborative learning experience. Using the CoI instructional design principles and the associated questionnaire, we have investigated student perceptions of learning via an online course and formulated recommendations about how the course design can be refined to promote learning in the community. Despite the modest evidence, this investigation can serve as an example of how a concrete learning design can be improved based on this validated e‑learning model.

Using Gagné's Events of Instruction to Analyze Online Course Quality

2011 ◽  
pp. 2231-2238 ◽  
Author(s):  
Marc R. Robinson
Keyword(s):  
Instructional Design ◽  
Online Education ◽  
Learning Community ◽  
Student Perceptions ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Design Quality ◽  
Course Quality ◽  
Events Of Instruction

Student perceptions of online courses are likely influenced by two overarching aspects of quality: instructor quality and course design quality (Ortiz-Rodriguez, Telg, Irani, Roberts & Rhoades, 2005). Both of these forces in online education may be analyzed using a well-known model of instructional design - Gagnés instructional design and cognition theory, the centerpiece of which are the nine events of instruction (Gagné, Wager, Golas, & Keller, 2004). Multiple studies positively correlate learner attitudes and perceptions of the online course to instructor quality. Early studies evaluating instructor quality attempted to correlate instructor quality with the attitude and perception of the learner, but not directly to learner success or course design quality. Researchers of online courses, such as Palloff & Pratt (2003), discussed the role of the instructor in depth while neglecting the roles of the learner, the institution, and course design. The main focus remained instructor-centered, and highlighted key instructor tasks such as understanding the virtual learner in terms of roles the learner plays, fostering team roles for the learner, designing an effective course orientation, and identifying potential legal issues the instructor might face (Palloff & Pratt, 2002, p. 16). A distant secondary focus was on effective course design. This highlighted instructor tasks in building an effective online learning community without highlighting the roles effective communication tools would play.

scholarly journals The search for meaningful e-learning at Canadian universities: A multi-institutional research study

2014 ◽  
Vol 15 (6) ◽  
Author(s):  
Vincent Salyers ◽  
Lorraine Carter ◽  
Alanna Carter ◽  
Sue Myers ◽  
Penelope Barrett
Keyword(s):  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Instructional Designers ◽  
Institutional Research ◽  
Predictive Capacity ◽  
Post Secondary ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>

A Model for Evaluating Online Programs

2011 ◽  
pp. 1438-1448
Author(s):  
Amy J. Nelson
Keyword(s):  
Program Evaluation ◽  
Instructional Design ◽  
Course Design ◽  
Learning Experience ◽  
Systematic Investigation ◽  
Course Evaluation ◽  
Online Programs ◽  
E Learning ◽  
Education Activity ◽  
High Level

According to the Joint Committee on Standards for Educational Evaluation (1994), “Program evaluation is a systematic investigation of the worth of an ongoing or continuing distance education activity” (Simonson, 1997, p. 88). As such, this article addresses the issue of evaluating programs rather than courses. Although it is true that content, instructional design, and delivery greatly affect the quality of the program, course evaluation is a topic in and of itself. Frydenberg (2002) noted that program evaluation was frequently listed as a separate item in standards documentation: “While assessment of student achievement is normally described as part of instructional design and tied to specific course objectives, program evaluation is an activity that incorporates all the aspects of the e-learning experience” (p. 7). High-level aspects of course design are, however, built into program evaluation as you will see because it is impossible to evaluate an educational program without looking at courses.

A Model for Evaluating Online Programs

2011 ◽  
pp. 1297-1306
Author(s):  
Amy J. Nelson
Keyword(s):  
Program Evaluation ◽  
Instructional Design ◽  
Course Design ◽  
Learning Experience ◽  
Systematic Investigation ◽  
Course Evaluation ◽  
Online Programs ◽  
E Learning ◽  
Education Activity ◽  
High Level

According to the Joint Committee on Standards for Educational Evaluation (1994), “Program evaluation is a systematic investigation of the worth of an ongoing or continuing distance education activity” (Simonson, 1997, p. 88). As such, this article addresses the issue of evaluating programs rather than courses. Although it is true that content, instructional design, and delivery greatly affect the quality of the program, course evaluation is a topic in and of itself. Frydenberg (2002) noted that program evaluation was frequently listed as a separate item in standards documentation: “While assessment of student achievement is normally described as part of instructional design and tied to specific course objectives, program evaluation is an activity that incorporates all the aspects of the e-learning experience” (p. 7). High-level aspects of course design are, however, built into program evaluation as you will see because it is impossible to evaluate an educational program without looking at courses.

Student Anticipations and Reactions to Hybrid Format Education

2008 ◽  
Vol 11 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Sarah M. Ginsberg
Keyword(s):  
Qualitative Study ◽  
Learning Styles ◽  
Student Perceptions ◽  
Course Design ◽  
Learning Experience ◽  
Learning Experiences ◽  
Traditional Classroom ◽  
Traditional Learning ◽  
Online Platform ◽  
Hybrid Format

Abstract This qualitative study examined student perceptions regarding a hybrid classroom format in which part of their learning took place in a traditional classroom and part of their learning occurred in an online platform. Pre-course and post-course anonymous essays suggest that students may be open to learning in this context; however, they have specific concerns as well. Students raised issues regarding faculty communication patterns, learning styles, and the value of clear connections between online and traditional learning experiences. Student concerns and feedback need to be addressed through the course design and by the instructor in order for them to have a positive learning experience in a hybrid format course.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Using Moodle to Teach Constructivist Learning Design Skills to Adult Learners

2012 ◽  
pp. 561-572
Author(s):  
Douglas L. Holton
Keyword(s):  
Instructional Design ◽  
Adult Learners ◽  
Open Source ◽  
Management System ◽  
Online Courses ◽  
Learning Experience ◽  
Learning Design ◽  
Design And Implementation ◽  
Design Skills

This chapter describes a case study of the design and implementation of an online project-based course for learning constructivist instructional design techniques. Moodle, a free and open source learning management system, was chosen as a tool to meet both the goals of the course and the needs and abilities of the adult learners in this course. Despite the instructor’s and students’ inexperience with both Moodle and online courses, Moodle greatly facilitated the process, resulting in a largely successful and motivating learning experience.

Strategic and Tactical “Focused Time Learning” Design for Online Learning

2020 ◽  
pp. 54-64
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Problem Solving ◽  
Research Collaboration ◽  
Learning Experience ◽  
Learning Design ◽  
High Concentration ◽  
Time Awareness

The design of learning does not often emphasize on how much high-concentration “focused time” and other time learners spend on particular endeavors: reading, viewing, listening, writing, assessing, problem-solving, researching, communicating, collaborating, and others. And yet, how time is spent in purposeful learning—in assignments, fieldwork, research, collaboration, invention, co-design, and assessments—is thought to have a clear impact on the learning and the learning experience. This work explores some of the research in the area of time in learning and proposes some methods for including “focused time” design and time awareness in instructional design for online learning, particularly given the available tools for learner check-ins, time monitoring, and other tools.

Learning and Satisfaction in Online Communities of Inquiry

2011 ◽  
pp. 23-35 ◽  
Author(s):  
Zehra Akyol ◽  
D. Randy Garrison
Keyword(s):  
Student Learning ◽  
Community Of Inquiry ◽  
Social Cognitive ◽  
Online Courses ◽  
Learning Experience ◽  
Higher Learning ◽  
Teaching Presence ◽  
E Learning ◽  
Actual Learning ◽  
Study Student

The purpose of this chapter is to explain the capability of the Community of Inquiry (CoI) framework as a research model to study student learning and satisfaction. The framework identifies three elements (social, cognitive, and teaching presence) that contribute directly to the success of an e-learning experience through the development of an effective CoI. It is argued that a CoI leads to higher learning and increased satisfaction. The chapter presents findings from two online courses designed using the CoI approach. Overall, the students in these courses had high levels of perceived learning and satisfaction, as well as actual learning outcomes.

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