Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

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.

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.

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

2021 ◽  
pp. 554-598
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.

scholarly journals Supporting Online Faculty through a Sense of Community and Collegiality

2014 ◽  
Vol 19 (3) ◽  
Author(s):  
Aimee LaPointe Terosky ◽  
Chris Heasley
Keyword(s):  
Qualitative Study ◽  
Sense Of Community ◽  
Professional Growth ◽  
Online Teaching ◽  
Online Course ◽  
Course Development ◽  
Online Faculty ◽  
Tenure Track ◽  
Online Course Development ◽  
Recommendations For Practice

In this qualitative study, we examine the experiences of seven tenure-track and non-tenure track current/future online faculty through the conceptual lenses of sense of community (McMillan & Chavis, 1986) and collegiality (Gappa, Austin, & Trice, 2007). We found: (1) participants reported that their sense of community and collegiality around online course development and teaching was lacking, (2) participants’ communities for online teaching, if available, primarily focused on technical support, and (3) participants desired greater community and collegiality for philosophical and psychological concerns with the medium of online teaching. We conclude with recommendations for practice for online faculty professional growth.

scholarly journals From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!

2016 ◽  
Vol 8 ◽  
Author(s):  
Constance Harris ◽  
Larisa Olesova ◽  
Stephen Brown
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Faculty Members ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Face To Face ◽  
Development Institute ◽  
Online Course Development ◽  
Online Format

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class. 

Student Epistemic Beliefs as a Catalyst for Online Course Design

2011 ◽  
pp. 177-199
Author(s):  
Samuel S. Conn ◽  
Simin Hall ◽  
Michael K. Herndon
Keyword(s):  
Undergraduate Student ◽  
Course Design ◽  
Student Population ◽  
Epistemic Beliefs ◽  
Online Course ◽  
Course Development ◽  
Online Course Design

The construct of this chapter (a research-based case study) provides detail regarding the analysis of research on undergraduate student epistemic beliefs to develop and apply a rubric for eLearning course development (Hannafin & Hill, 2007). According to Ravert and Evans (2007), students have differing epistemic beliefs regarding the nature of knowledge and knowing. In this chapter, the authors provide a methodology for determining the epistemic beliefs of a given student population and application of the findings in online course construction and pedagogy.

scholarly journals Multidisciplinary Team-based Model for Faculty Supports in Online Learning

2019 ◽  
Vol 12 ◽  
pp. 127-138
Author(s):  
CJ Dalton ◽  
Antoinette Thornton ◽  
Christina Dinsmore ◽  
Wanda Beyer ◽  
Keren Akiva ◽  
...  
Keyword(s):  
Transformative Learning ◽  
Multidisciplinary Team ◽  
Time Management ◽  
Teaching And Learning ◽  
Development Process ◽  
Course Design ◽  
Online Course ◽  
Course Development ◽  
Online Course Development ◽  
Travail D’Équipe

This study examined the experiences of three new online instructors supported by a multidisciplinary, team-based model of course development and how their experiences may transform their knowledge of teaching and learning. In-depth, individual interviews with instructors during the course development process provided insights into participants’ perspectives. Analysis reveals faculty reflected positively on the overall development process and that they intend to incorporate new understandings in future course design, suggesting that the model provides a solid foundation for online course development and faculty support. Based on a cross-case analysis using Cranton’s (2002) adaptations to transformative learning theory, findings indicated the importance of critical reflection and discourse during the course development process. Lastly, the need for development teams to acknowledge time-management concerns and to consider instructors as novice learners is recognized as an essential requirement to online course development.    La présente étude se penche sur l’expérience de trois nouveaux instructeurs en ligne utilisant un modèle d’élaboration de cours multidisciplinaire fondé sur le travail d’équipe. Nous nous demandons comment cette expérience est susceptible de transformer leur connaissance de l’enseignement et de l’apprentissage. Des entrevues individuelles approfondies avec les instructeurs pendant l’élaboration des cours nous ont permis d’observer le point de vue des participants. Selon notre analyse, les enseignants ont formulé des réflexions positives au sujet du processus d’élaboration dans son ensemble. Ils ont dit vouloir incorporer leurs nouvelles connaissances dans la conception de leurs cours à l’avenir, ce qui suggère que le modèle constitue une assise solide pour l’élaboration de cours en ligne et pour le soutien des enseignants. Fondés sur une analyse transversale faisant usage des adaptations de Cranton (2002) aux théories de l’apprentissage transformationnel, nos résultats mettent en relief l’importance de la réflexion critique et du discours dans le processus d’élaboration des cours. Enfin, nous prenons acte du fait que l’équipe d’élaboration des cours doit prendre en compte les préoccupations en matière de gestion du temps et doit considérer les instructeurs comme des apprenants débutants. Ce sont là des exigences essentielles pour l’élaboration de cours en ligne.

Bandwidth and Online Course Design

2021 ◽  
pp. 157-178
Author(s):  
Timothy B. Michael ◽  
Melissa A. Williams
Keyword(s):  
Learning Environment ◽  
Online Instruction ◽  
Online Teaching ◽  
Traditional Instruction ◽  
Course Design ◽  
Online Course ◽  
Online Course Design ◽  
Undergraduate Program ◽  
The Past

This chapter is designed to provide resources and answer questions on two levels. In the first part, the authors present a menu of considerations and challenges that they have experienced when shifting an accredited undergraduate program to a parallel online modality over the past several years. In addition, they offer suggestions for working within the BlackBoard learning environment and give a glossary of commonly encountered online instruction terms. They identify some commonalities between online and traditional instruction that can serve to make newcomers more comfortable adding online teaching to their skill set.

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.

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