scholarly journals Conquering the Content: A Step-by-Step Guide to Online Course Design (Jossey-Bass Guides to Online Teaching and Learning) (by Robin M. Smith)

2009 ◽  
Vol 86 (8) ◽  
pp. 926
Author(s):  
Robert E. Belford
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Online Course Design

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.

Collaboration in Online Communications

2011 ◽  
pp. 264-268 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately.

Collaboration in Online Communications

2011 ◽  
pp. 314-318 ◽  
Author(s):  
Albert L. Ingram ◽  
Lesley G. Hathorn
Keyword(s):  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Accurate Solution ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Online Communications ◽  
Clear Idea ◽  
Distance Courses

Collaboration and cooperation have become firmly established as teaching methods in face-to-face classes (e.g., Johnson, Johnson, & Smith, 1998). They are also rapidly becoming widespread in online teaching and learning in both hybrid (mixed traditional and online) course and distance courses. The methods are likely to be most effective if they are firmly grounded in how people actually work together. Some groups collaborate more successfully than others. Frequently, instructors may place students into groups in the expectation that they will collaborate without a clear idea of what collaboration is or how to recognize and encourage it. We must define what we mean by the terms, both so that we can use the techniques successfully and so that we can research them accurately. In addition, we must distinguish between groups in which people act independently from those who act collaboratively. As Surowiecki (2004) has pointed out, when all the results are aggregated, a large number of people acting independently may give a more accurate solution to a problem than an expert. Interdependent groups may often produce results inferior to the results obtained by their best-performing members or may be affected by a “groupthink” mentality.

scholarly journals Frequency and pattern of learner-instructor interaction in an online English language learning environment in Vietnam

2014 ◽  
Vol 30 (6) ◽  
Author(s):  
Thach Pham ◽  
Vijay Thalathoti ◽  
Eva Dakich
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
English Language ◽  
Online Course ◽  
English Language Learning ◽  
Online Teaching And Learning ◽  
Instructor Interaction ◽  
Type Pattern ◽  
High Level

<p>This study examines the frequency and pattern of interpersonal interactions between the learners and instructors of an online English language learning course offered at a Vietnamese university. The paper begins with a review of literature on interaction type, pattern and model of interaction followed by a brief description of the online environment and its learners and instructors. The online messages extracted from the communication forums were analysed using simple descriptive statistics and content analysis techniques in the light of Salmon’s (2003) model of online teaching and learning to explore the frequency and pattern of interaction. The results of the study indicate that after a high level of engagement at the beginning of the course, the learners’ interaction dropped and different patterns interaction were found in the three communication forums of the online course.</p>

The Burden of Alleviating the Burden During a Pandemic: Emotional literacy as a tool for online course design, adaptation, and evaluation

eLearn ◽  
2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Petra Robinson ◽  
Maja Stojanović
Keyword(s):  
Online Learning ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Course ◽  
Future Research ◽  
Graduate Level ◽  
Emotional Literacy ◽  
Online Course Design

During the COVID-19 pandemic, most, if not all, courses were shifted to online learning formats. In this article, we share our experiences related to teaching and learning in a completely online, condensed (seven-week) graduate-level course during the fall 2020 semester. More specifically, we discuss the important role of emotional literacy as a mechanism for framing online course design, adaptation, and evaluation. We explore emotional literacy in terms of its necessity in teaching and learning in online contexts during a pandemic, beyond the scope of other obviously important non-traditional literacies, such as technological and informational literacies. To conclude, we offer practical suggestions for online course design, adaptation, and evaluation using emotional literacy as a framework and provide considerations for future research.

scholarly journals Design and Implementation of Multidimensional Interaction in Online English Course under the Assistance of Omnimedia

2021 ◽  
Vol 2021 ◽  
pp. 1-10
Author(s):  
Ming Cao
Keyword(s):  
Class Number ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
New Technology ◽  
Online Teaching And Learning ◽  
Student Centered ◽  
Offline Learning ◽  
Teaching Concept ◽  
Network Platform

The method of multidimensional interaction in online teaching and learning requires teachers to harness the techniques of omnimedia and have an overall course design to achieve similar results as offline learning. Supported by QQ, Lanmo Cloud Class, and WeChat platforms, online English courses implement multidimensional interaction method to enhance language communication. This method compensates for the inefficacy of online teaching and learning which falls short of face-to-face interaction and considers the needs of students. The quasiexperimental study sampled 66 freshmen English major students in an ordinary college via Integrated English Online Course for three months. By using T-test of SPSS 26.0, statistics showed that there were significant differences between the experimental class (Number 35) and the control class (Number 31) in students’ feedback ( p = 0.044 , < 0.05 ) and the results of their final examinations ( p = 0.049 , < 0.05 ). The results indicated that multidimensional interaction in online English course under the assistance of omnimedia appeared effective. It also reflected that both teachers and students should grasp the skills of using new technology and make good use of omnimedia network platform. Teachers need to change traditional teaching concept to student-centered and create effective teaching design while students need to overcome the discomfort and actively engage in online learning to achieve the goals.

scholarly journals Students’ Perceptions of Online Teaching and Learning

2021 ◽  
Vol 9 (3) ◽  
pp. 1-12
Author(s):  
Tami SEIFERT
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Teaching Experience ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Blended Courses ◽  
Research Findings ◽  
Teaching Learning

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.

scholarly journals Factors for Sustainable Online Learning in Higher Education during the COVID-19 Pandemic

2021 ◽  
Vol 13 (9) ◽  
pp. 5038
Author(s):  
Amanda Chu ◽  
Connie Liu ◽  
Mike So ◽  
Benson Lam
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Course Design ◽  
Online Courses ◽  
Peer Interactions ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Short Period

The coronavirus disease 2019 (COVID-19) pandemic has affected educational institutions and instructors in an unprecedented way. The majority of educational establishments were forced to take their courses online within a very short period of time, and both instructors and students had to learn to navigate the digital array of courses without much training. Our study examined factors that affect students’ attitude toward online teaching and learning during the COVID-19 pandemic. It is different from other online learning studies where online courses are mostly a method of choice, with suitable support from institutions and expectation from instructors and students, rather than a contingency. Under this specific environment, we utilized an online survey to collect students’ feedback from eleven universities across Hong Kong. Using partial least squares for analysis on the 400 valid samples we received, we found that peer interactions and course design have the most salient impact on students’ attitude, whereas interactions with instructors has no effect at all on students’ attitude. Furthermore, we also provide suggestions on using the existing technologies purchased during COVID-19 for a more sustainable learning environment going forward.

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