scholarly journals Asynchronous Online Course Designs: Articulating Theory, Best Practices, and Techniques for Everyday Doctoral Education

2021 ◽  
Vol 6 (3) ◽  
pp. 35-46
Author(s):  
Michael M. Grant
Keyword(s):  
South Carolina ◽  
Course Design ◽  
Learning Experience ◽  
Design Guidelines ◽  
Faculty Members ◽  
Online Course ◽  
Discussion Forums ◽  
University Of South Carolina ◽  
Online Course Design ◽  
Course Materials

Early online course materials were text-based and relied heavily on discussion forums as the de facto tool for interactions. Faculty members today, however, have many other choices for course design and course materials. There is not consensus for online course design guidelines or principles, though. Choices in course design by faculty members directly impact the quality of instruction and student learning experience. This article shares some of our theoretical and practical decisions faculty members at the University of South Carolina employ for online course design. Our experiences and decision-making may be useful for other members of the Online Ed.D. CPED Improvement Group (Online Ed.D. CIG), as well as other programs who may be experiencing emergency remote teaching as a result of the COVID-19 pandemic, making an evolutionary transition to online or blended education, or considering a future transition to a fully online program. Links to the strategies and tools mentioned throughout this essay are collated in a list at the end.

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" />

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

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.

Use of Felder and Silverman learning style model for online course design

2018 ◽  
Vol 67 (1) ◽  
pp. 161-177 ◽  
Author(s):  
Moushir M. El-Bishouty ◽  
Ahmed Aldraiweesh ◽  
Uthman Alturki ◽  
Richard Tortorella ◽  
Junfeng Yang ◽  
...  
Keyword(s):  
Learning Style ◽  
Course Design ◽  
Online Course ◽  
Online Course Design

scholarly journals 9. Quality Matters: A Faculty-Centred Program to Assure Quality in Online Course Design

2011 ◽  
Vol 3 ◽  
pp. 49 ◽  
Author(s):  
Kay Shattuck
Keyword(s):  
Review Process ◽  
Course Design ◽  
Online Courses ◽  
Peer Review Process ◽  
Research Literature ◽  
Quality Assurance Program ◽  
Online Course ◽  
Design Standards ◽  
Online Course Design ◽  
Quality Matters

One of the dilemmas faced by today’s faculty is assuring quality in online courses. As one solution to that dilemma, Quality Matters (QM), a program of MarylandOnline, built a rubric of design standards informed by existing research literature and best practices. The rubric was implemented within a faculty-centred, peer review process in which colleagues share their expertise to facilitate course design improvements and to achieve an established level of quality in online course design. This article will describe the basic tenets and processes of QM as an inter-institutional quality assurance program for online learning.

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.

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