Communicating Clear Expectations
Clearly communicating expectations to learners is essential to creating a well run online course just as it is in a face to face classroom. Clear expectations and a well designed course will provide the best possible experience for both the learner and instructor. It is crucial that the both instructors and students are on the same page in order to have an enjoyable learning experience together. According to Boettcher and Conrad, courses should start with the establishment of social presence. Chawla (2015) states “In my experience, students in an online setting do not get to know each other as well as their counterparts in a physical classroom and thus may not feel inspired to collaborate with and help each other.” According to Boettcher and Conrad, the course should begin by focusing on social presence activities for both learners and faculty. Social presence allows learners and the instructor to get to know each other and build trust by participating in getting acquainted posts which establish social presence and asking students to identify their learning goals which launches cognitive presence. Boettcher and Conrad also contend that it is the instructors responsibility to take action ensuring all learners are engaged, present and participating which helps create the learning community.Burk (2011) says course navigation should be as simple as possible. Making the online course format for all weeks similar is one way of achieving this goal. Students will feel more comfortable when a course follows a set pattern by using a clearly defined course structure. "Course navigation buttons should be consistent from week to week. Material and assignment format should also be similar from week to week (Burk, 2011)". To assist with this, course designers and instructors should post the syllabus and let students know where they can find different resources and assignments. Course navigation buttons should also be consistent each week and material and assignment format should also be similar from week to week (Burk, 2011) Quality Matters offers a rubric for online course design which includes eight dimensions (i.e. course overview and introduction, learning objectives, assessment and measurement, resources and materials, learner engagement, course technology, learner support and accessibility) which can assist designers and instructors in making courses standardized (Ralston-Berg and Nath, 2009, p. 1). Zhu, Payette and DeZure (2003) state that online courses should be designed using a systematic, thoughtful approach to online learning.
In order to design online courses in a systematic pattern, instructors will need to know which technology is available for use and how to use it. Online instructors need to know at least the basics of the learning management system they will be using. If not tech savvy, instructors should keep it simple and according to Boettcher and Conrad, new to online instructors should focus on the essential tools and then build the first course around those tools, branching out later as they become more experienced by adding and trying out one or two new technologies each subsequent course.
Ralston-Berg, P., & Nath, L. (2009). What makes a quality online course? The student perspective. Retrieved from http://www.uwex.edu/disted/conference/resource_library/proceedings/09_20471.pdf
Zhu, E., Payette, P., & DeZure, D. (2003). An Introduction to Teaching Online. CRLT Occassional Papers, 18, 1-6. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no18.pdf
Zhu, E., Payette, P., & DeZure, D. (2003). An Introduction to Teaching Online. CRLT Occassional Papers, 18, 1-6. Retrieved from http://www.crlt.umich.edu/sites/default/files/resource_files/CRLT_no18.pdf
2 comments :
You provided an important closing statement about knowing the importance of knowing about available technologies. How do you go about educating yourself on current and emerging technologies?
In order to stay current on emerging technologies, I subscribe to higher ed online journals and blogs; take online courses both free and paid from companies like Quality Matters, OLC, Adobe and Google; participate and subscribe to forums in Instructional Design Communities of Practice groups on LinkedIn, Twitter, Google+ and Merlot2 Voices; keep abreast of latest information from Bill and Melinda Gates foundation and US Department of Education, OLC (follow the money; purchase memberships in ID organizations like ATD and Learning Guild; attend annual and regional learning conferences such as Quality Matters, Educause, DevLearn, OLC, ISTE, SC Edtech, and FETC; and participate in vendor sponsored webinars which are usually free. I also stay ahead of technology or at least in the current realm by reading the NMC Horizon Report at http://www.nmc.org/nmc-horizon/. This report will help you guage what technology is coming in the future as well as now. In addition I cultivate a professional network of IDs both locally and nationally that I can call or email for validation of technology use in education and organizations. Building this network is extremely valuable.
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