The 5Ds Model for Planning and Teaching Online Courses

2020 ◽  
pp. 35-54
Keyword(s):  
Instructional Design ◽  
Online Courses ◽  
Design Stage ◽  
Online Course ◽  
Model Design ◽  
Teaching Online ◽  
Design Concepts ◽  
Learning Domains ◽  
Visual Aid

This chapter is devoted to the second D of the 5Ds model, design. In the design stage, four instructional design concepts are covered, including conducting the instructional analysis for online course instruction, writing the performance objectives, classifying the objectives based on the learning domains, and developing the objective-based assessment. The author's story presented in this chapter is used as an illustrative visual aid of the instructional analysis and learning hierarchy concepts.

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 Webs of activity in online course design and teaching

2004 ◽  
Vol 12 (1) ◽  
Author(s):  
Lisa Peruski ◽  
Punya Mishra
Keyword(s):  
Activity Theory ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
Teaching Online ◽  
Work Activities ◽  
Collaborative Activities ◽  
The University ◽  
First Time

In this study, we followed three faculty members’ experiences with designing and teaching online courses for the first time. In order to complete the activity, the faculty members had to work collaboratively with others across the university. Activity theory provided a framework within which to study faculty members’ collaborative activities with members of different activity systems that had different goals, tools, divisions of labor and accountabilities. In concordance with activity theory, such differences led to contradictions, disturbances, and transformations in thinking and work activities. The results of the study have implications for individuals and systems undertaking technology integration in teaching.DOI: 10.1080/0968776042000211520

scholarly journals An Empirical Study Of Student Attitudes Toward Acceptance Of Online Instruction And Distance Learning

2011 ◽  
Vol 4 (11) ◽  
pp. 23 ◽  
Author(s):  
Dat-Dao Nguyen ◽  
Yue Jeff Zhang
Keyword(s):  
Distance Learning ◽  
Online Instruction ◽  
Student Attitudes ◽  
Online Courses ◽  
Online Course ◽  
Online Classes ◽  
Delivery Methods ◽  
Web Based ◽  
Learning Domains ◽  
Student Preference

This study investigates to what extent student attitudes toward acceptance of online instruction and Distance Learning are affected by determinants such as demographics, learning environment, learning domains, delivery methods, and web-based instructional technology. Logistic Regression and Discriminant Analysis use statistically significant determinants to predict student preference on future online classes. Factor Analysis provides an exploratory model of online learning acceptance having three factors; namely, Communication/Feedback, Course Outcome, and Effort Required. Practical implications of findings and insights on field observations are offered. Overall, students agreed that they had learned sufficient knowledge from an online course. Students satisfied with their recent learning outcome tend to take more online courses in the future.

Online Learning and Quality Practice With Administrative Support and Collaboration

2021 ◽  
pp. 837-854
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Student Learning ◽  
Postsecondary Education ◽  
Administrative Support ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Teaching Online ◽  
Demand For Education ◽  
Faculty Teaching

Higher education institutions must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy. There is a growing demand for education and a push for non-traditional ways of delivering knowledge and learning. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. This chapter will examine and review key components of and tools for designing high impact online courses that support student learning and provide suggestions for faculty teaching online courses to assist in creating high-quality online courses that support teaching and, consequently, facilitate opportunities for student learning.

scholarly journals Designing for learning: What are the essential features of an effective online course?

1997 ◽  
Vol 13 (2) ◽  
Author(s):  
Allison Brown
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Economic Thought ◽  
Online Course ◽  
Delivery Mode ◽  
Online Delivery ◽  
University Courses ◽  
New Learning

<span>How do online courses differ from traditional university courses? What are the new learning demands made on students in online courses? Which particular design features optimise the teaching and learning process in an online delivery mode?</span><p>These were the questions explored in a collaborative course design project involving an economics lecturer and the instructional designer at Murdoch University. Emerging from the project is the fully online course <em>Economic Thought and Controversy</em>, together with an instructional design template. This template is now being applied to other courses in the discipline with the aim of transferring the whole economics programme to online delivery in 1998.</p><p>This paper describes the pedagogical rationale of the design template.</p>

scholarly journals Student Actions and Community in Online Courses: The Roles Played By Course Length and Facilitation Method

2017 ◽  
Vol 21 (4) ◽  
Author(s):  
Carrie Demmans Epp ◽  
Krystle Phirangee ◽  
Jim Hewitt
Keyword(s):  
Sense Of Community ◽  
Online Courses ◽  
Learning Experience ◽  
Interaction Effects ◽  
Online Course ◽  
Student Behaviors ◽  
Teaching Online ◽  
Course Length ◽  
The Relationship

Fostering a strong sense of community among students within online courses is essential to supporting their learning experience. However, there is little consensus about how different facilitation methods influence students’ sense of community or behaviours. This lack of understanding means instructors do not have the information they need to select an appropriate facilitation method when teaching online. This challenge is further complicated by a poor sense of how community building is influenced by the length of an online course. To better understand the relationship between these factors, we explored students’ sense of community across four graduate-level online courses. Two of these courses employed an instructor-led form of facilitation and two employed a peer-led form of facilitation. For each facilitation method, one course lasted an entire term (12 weeks) and the other lasted half a term (6 weeks). This two-by-two between-subjects design enabled the study of both variables and possible interaction effects. The findings revealed students in instructor-facilitated courses experienced a stronger sense of community. Longer courses were also associated with a stronger sense of community, although the relationship was weaker than that of facilitation. No interaction effects were detected between facilitation method and course length. Follow-up analyses examined the relationship between facilitation style, course length, and a set of twelve student behaviors (e.g., note writing, note reading, and replying). The results revealed that both facilitation style and course length were associated with differences in the length of students’ notes, the grade level of their text, and the frequency of their replies.  Collectively, these findings offer evidence that both facilitation style and course length are related to students’ sense of community and the behaviors they exhibit online. 

Do Orientation Materials Help Students Successfully Complete Online Courses?

2010 ◽  
pp. 1590-1606
Author(s):  
Lawrence A. Tomei ◽  
Holly Hagle ◽  
Ashley Rineer ◽  
Lisa A Mastandrea ◽  
Jennifer Scollon
Keyword(s):  
United States ◽  
Growth And Development ◽  
Online Courses ◽  
The United States ◽  
Colleges And Universities ◽  
Online Course ◽  
Review Of The Literature ◽  
Independent Colleges ◽  
Teaching Online ◽  
Independent Colleges And Universities

OCICU is the Online Consortium of Independent Colleges and Universities and consists of five provider institutions which are located throughout the United States and Ireland. This consortium is the first of its kind to exist in distance education. The researchers wanted to understand the importance of orientation materials to successfullycompleting an online course taken from another institution. The review of the literature revealed several factors of teaching online that supported the position that pro-active development of orientation materials is essential to the growth and development of online learning and results in additional revenue to participating institutions.

Systematic Approach for Improving Accessibility and Usability in Online Courses

2018 ◽  
pp. 258-280
Author(s):  
Devrim Ozdemir ◽  
Vanessa Preast ◽  
Pamela Ann Duffy
Keyword(s):  
Instructional Design ◽  
Human Development ◽  
Systematic Approach ◽  
Review Process ◽  
Online Courses ◽  
Digital Age ◽  
Online Course ◽  
Collaborative Approach ◽  
Examination Process

The purpose of this chapter is to provide a systematic approach for improving accessibility and usability in online courses. Accessibility and usability are of particular importance to provide equal human development opportunities to those who have various disabilities in the digital age. The authors developed a systematic approach as a result of a comprehensive accessibility and usability review process of an actual online course. The review involved a team-based collaborative approach. The team consisted of an accessibility professional, an instructional design coordinator, and a course instructor who collaborated to perform the thorough examination process. The presented model is of particular importance to improve accessibility and usability of online courses, which in turn enhances the quality of human development for disabled learners.

Technology-Infused Education

2017 ◽  
pp. 230-240
Author(s):  
Tim Klaus ◽  
Chuleeporn Changchit
Keyword(s):  
Environmental Factors ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Courses ◽  
Traditional Classroom ◽  
Online Course ◽  
Online Classes ◽  
Teaching Online ◽  
The Impact ◽  
Students Satisfaction

Technology can be a useful tool to educate students. Online courses take advantage of these tools and provide students with the flexibility to complete the courses remotely. However, student perceptions of online classes will not be the same as they complete the course remotely, rather than interacting with other students and the instructor in a traditional classroom. This study seeks to better understand the factors of the online course environment and examines the impact that various online environmental factors have on student satisfaction. This study identifies factors that affect students' satisfaction toward the online class. These findings should help instructors teaching online classes concentrate more on factors that are considered to be important to their students.

scholarly journals Universal instructional design principles for Moodle

2010 ◽  
Vol 11 (2) ◽  
pp. 110 ◽  
Author(s):  
Tanya Elias
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Design Principles ◽  
Online Course ◽  
Instructional Designers ◽  
Teaching Online ◽  
Institutional Level ◽  
Instructional Design Principles

This paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and specifically tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (MoodleTM) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

Sign in / Sign up

Export Citation Format

Share Document