Getting Started
Creating an online course for the first time can seem an overwhelming and daunting task. Designing an online course has both unique challenges and opportunities. Online learning opens up worlds of possibilities that may not be possible in a face-to-face class. Below is a list of some of the key opportunities for an online course.
- Shifts the faculty role – In an online course, the content is designed and developed before the class even begins. This allows the Instructor to focus more on coaching and mentoring students, creating and curating online learning experiences and facilitating interactions.
- Asynchronous interactions – providing students opportunities to interact with content, peers, and you (the instructor) in their own time to supplement what is being done in class synchronously.
- More active learning – encouraging learners to be more active–doing more thinking, writing, reflecting, and interacting with peers–to improve their engagement and learning; students also take on more responsibility for their learning.
- Greater flexibility – embracing learning resources and spaces that are more flexible, and encouraging students to play an active role in sharing and contributing to content resources.
- Ongoing assessment – facilitating assessment that is varied and continuous, with low-stakes assessment throughout and frequent discussion posts that allow instructors to get to know their learners.
Course Design Best Practice
Most of the same principles for effective design in on-campus education apply in an online course format.
In 2003, Dee Fink presented an instructional model for learning in higher education in his book, Creating Significant Learning Experiences: An Integrated Approach to Designing Colleges Courses. The model provides a framework for cultivating high-level learning. Here is an adapted list of Fink's model used by CPE to create quality online courses.
- Align learning experiences with clear and measurable learning objectives
- Foster student engagement with the learning materials, the instructor, and fellow students
- Promote active learning through individual and group activities that challenge students to think deeply
- Provide problem-based learning experiences that place concepts within real-world contexts
- Ensure ease-of-use and consistency
The video below from ASG provides more information about things to consider when beginning the design of an online course. This video also contains useful information about learning outcomes and faculty roles, which will be discussed later in the course.
On-Campus to Online
How does what you traditionally taught in front of the room translate to an online learning experience? How do you go from standing in front of the classroom to providing that same content in an online format?
Online course design is more than transferring content online or replicating face-to-face classroom sessions. Instead, it involves redesigning content for an online environment; rethinking course goals, assessments, and learning experiences; integrating technology intentionally; and putting structure and support in place to promote self-directed learning. While this may initially seem overwhelming, there are resources available to support you in this work, including an instructional design expert.
The video below provides in-depth information about adaptation of face-to-face content for online courses. This video also contains useful information about backwards design and technology, which will be discussed further later in the course.
