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). Retrieved December 17, 2018 from https://www.learntechlib.org/primary/p/115028/.
© 2013 Association for the Advancement of Computing in Education (AACE)
- Anderson, L.W. & Krathwohl, D.R. (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York, NY: Longman.
- Cao, Y., Ajjan, H., & Hong, P. (2013). Using social media applications for educational outcomes in college teaching: A structural equation analysis. British Journal of Educational Technology, 44(4), 581–593. Doi:10.1111/bjet.12066
- Chu, S.K.-W., & Kennedy, D.M. (2011). Using online collaborative tools for groups to co-construct knowledge. Online Information Review, 35(4), 581–597.
- Dye, K. (2007). Applied music in an online environment using desktop videoconferencing. Ed.D. Dissertation., Teachers College, Columbia University.
- Gagné, R. & Driscoll, M. (1988). Essentials of Learning for Instruction (2nd Ed.). Englewood Cliffs, NJ: Prentice-Hall.
- Jonassen, D.H. (1999). Designing constructivist learning environments. In C.M. Reigeluth (Ed.), Instructional design theories and model: A new paradigm of instructional theory (Vol. III) (pp. 215-241). Hillsdale, NJ: Lawrence Erlbaum
- Jonassen, D.H. (2013). First principles of learning. In J.M. Spector, B.B. Lockee, S.E. Smaldino& M.C. Herring (Eds.) Learning, problem solving and mindtools: Essays in honor of David H. Jonassen (pp. 287-297). New York, NY: Routledge.
- Kelly, R. (2009). Jump start program prepares faculty to teach online. Faculty Focus Special Report: 12 Tips for Improving Your Faculty Development Plan. Retrieved from http://www.facultyfocus.com/free-reports/12-tips-for-improving-yourfaculty-development-plan/
- Kim, B. & Reeves, T. (2007). Reframing research on learning with technology: in search of the meaning of cognitive tools. Instructional Science, 35(1), 207-256.DOI10.1007/s11251-006-9005-2
- McGrath, J.E. (1992). Time, interaction, and performance (TIP): A theory of groups. Small Group Research, 22, 147-174.
- Mcgrath, J.E., Arrow, H., Gruenfeld, D.H., Hollingshead, A.B., & O’Connor, K.M. (1993). Groups, tasks, and technology The effects of experience and change. Small Group Research, 24(3), 406–420.
- Moallem, M. (2003). An interactive online course: A collaborative design model. Educational Technology: Research and Development, 51(4), 85-103.
- Moore, M., & Kearsley, G. (2005). Distance Education: A Systems View. Toronto, Canada: Nelson.
- Murphy, E. (2005). Issues in the adoption of broadband-enabled learning. British Journal of Educational Technology, 36(3), 525-536.
- Palloff, R.M., & Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional Development. San Francisco: Jossey-Bass.
- Park, Y.J., & Bonk, C. (2007). Is online life a breeze? A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching 3(3), 1-14.
- Pratt, N. (2008). Multi-point e-conferencing with initial teacher training students in England: Pitfalls and potential. Teaching and Teacher Education, 24(6), 1476– 1486. Doi:10.1016/J.tate.2008.02.018
- Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. M. Cole, V. John-Steiner, S. Scribner, E. Souberman (Eds.). Cambridge, MA: Harvard Press.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.