scholarly journals Structure and Procedure for Developing an Online Course

2021 ◽  
pp. 83-98
Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Goals ◽  
Online Course ◽  
Asynchronous Learning ◽  
Learning Needs ◽  
Long Distance ◽  
Education Experience

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

scholarly journals Structure and Procedure for Developing an Online Course

2021 ◽  
pp. 83-98
Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Goals ◽  
Online Course ◽  
Asynchronous Learning ◽  
Learning Needs ◽  
Long Distance ◽  
Education Experience

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

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.

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.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2019 ◽  
pp. 20-39
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

scholarly journals Uso de Metodologia Ativa no Ensino Remoto: Um Recurso para Melhorar o Aprendizado / The use of Active Methodologies in Remote Learning: A tool to improve Learning

2021 ◽  
Vol 15 (57) ◽  
pp. 421-435
Author(s):  
Piedley Macedo Saraiva ◽  
José Rogério Lima de Brito ◽  
Marcello De Barros Silva Torres ◽  
Hesler Piedade Caffé Filho
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Dropout Rate ◽  
Global Scale ◽  
Virtual Classroom ◽  
Educational Institutions ◽  
Teaching Model ◽  
Hybrid Teaching ◽  
The Impact

Resumo: Com o surgimento da tecnologia educacional, as escolas adotaram métodos de ensino que divergem do ambiente típico de sala de aula. O ensino à distância está sendo usado em escala global e muitas instituições educacionais estão começando a implementar modelos de aprendizagem híbridos. Nesse sentido, essa pesquisa questionou quais os impactos do modelo de ensino híbrido no exercício das atividades do psicopedagogo. Diante disso, parte-se do pressuposto que o aprendizado híbrido é mais do que apenas colocar parte metade do currículo em uma sala de aula virtual. Este estudo tem como objetivo geral analisar verificar quais os impactos do modelo de ensino híbrido no exercício das atividades do psicopedagogo. Essa pesquisa se classifica como uma revisão de bibliográfica realizada de forma exploratória. Quanto a relevância acadêmica, esse estudo se faz justificável, visto que, a taxa de evasão escolar teve um crescimento no ano de 2021.Palavras-chave: Pscicopedago; Ensino online; Novas tendências. Abstract: With the rise of educational technologies, schools have adopted teaching methods that diverge from the typical classroom environment. Distance learning is being used on a global scale and many educational institutions are starting to implement hybrid learning models. In this sense, this research questioned the impacts of the hybrid teaching model in the exercise of the activities of the psychopedagogist. Therefore, it is assumed that hybrid learning is more than just putting half of the curriculum in a virtual classroom. This study aims to analyze the impact of the hybrid teaching model in the exercise of the activities of the psychopedagogist. This research is classified as a bibliographic review carried out in an exploratory manner. As for academic relevance, this study is justifiable, since the school dropout rate had an increase in the year 2021.Keywords:  Psychopedagogy. Online teaching. New tendencies.

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.

Mapping pedagogical touchpoints: Exploring online student engagement and course design

2021 ◽  
pp. 146978742199084
Author(s):  
Eseta Tualaulelei ◽  
Katie Burke ◽  
Melissa Fanshawe ◽  
Cathy Cameron
Keyword(s):  
Higher Education ◽  
Data Analysis ◽  
Student Engagement ◽  
Course Design ◽  
Online Courses ◽  
Online Course ◽  
Learning Needs ◽  
Online Course Design ◽  
Online Student ◽  
Design Students

Online learning has been widely adopted in higher education but there is a need to better understand the nature of student engagement with online courses. For example, there are questions about whether students engage with courses as educators intend and what features of online courses engage students to enhance learning. Bringing together student and educator perspectives, this article reports on a study that identified ‘pedagogical touchpoints’ – opportunities within online courses for student engagement – to ascertain whether a better understanding of these could improve online course design and student engagement. Data were collected across three undergraduate online courses. Data analysis produced three key findings: mapping pedagogical touchpoints against dimensions of engagement reveals patterns that may inform enhanced course design, students’ engagement with pedagogical touchpoints varies according to their learning needs and desires, and mapping pedagogical touchpoints can inform course design at both conceptual and practical levels. Discussion of the findings highlights that purposeful design of online courses, including strategic planning for pedagogical touchpoints, can maximise the potential for student engagement and consequent learning.

scholarly journals Award-winning faculty online teaching practices: Elements of award-winning courses

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Swapna Kumar ◽  
Florence Martin ◽  
Kiran Budhrani ◽  
Albert Ritzhaupt
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Professional Associations ◽  
The United States ◽  
Online Course ◽  
Online Instructors ◽  
Award Winning ◽  
Wide Range ◽  
Teaching Awards ◽  
Using Data

The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were “award-winning” and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were, a) authentic and relevant course materials that connect to practice, b) the use of multimedia resources c) student creation of digital content individually and collaboratively d) students’ reflection on learning and e) the instructor’s explanation of the purpose of activities, technologies and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaged in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.

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