Exploring Effective Online Course Design Components
Carol Johnson, University of Calgary, Canada
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Las Vegas, NV, USA ISBN 978-1-939797-05-6 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
Abstract: To develop effective online learning, learners must be able to connect their course experience to meaningful and active learning opportunities. Through the practical implementation of social constructivist research (Jonassen, 1999; Vygotsky, 1983), online courses can provide ways for learners to retrieve, explore and analyze learning information as well as display, present and demonstrate their knowledge and understanding. With well-designed activities, learners can further achieve higher order learning (Anderson & Krathwohl, 2001) as well as persistence, motivation and personal learning outcomes. The purposeful use of effective technology tools that provide multiple entry points for cognitive engagement and skill acquisition are integral components for a well-design course. With these effective components in play, learners are invited to participate in a diverse palette of learning opportunities.
Johnson, C. (2013). Exploring Effective Online Course Design Components. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2013--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1183-1188). Las Vegas, NV, USA: Association for the Advancement of Computing in Education (AACE).
© 2013 Association for the Advancement of Computing in Education (AACE)