![ResourcesDeubel, P. (2003). Learning from reflections - Issues in building quality online courses.Online Journal of Distance Learning Administration, 6(3). Retrieved February 14, 2011, from http://www.westga.edu/~distance/ojdla/fall63/deubel63.htmFriedman, V. (2008). Applying divine proportion to your Web designs. Smashing Magazine. Retrieved February 14, 2011, from http://www.smashingmagazine.com/2008/05/29/applying-divine-proportion-to-web-design/Jones, J. G., Warren, S. J., & Robertson, M. (2009). Increasing student discourse to support rapport building in web and blended courses using a 3D Online Learning Environment. Journal of Interactive Learning Research, 20(3), 269-294.Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 343–355.Shaprio, A. (2011). Focus on instructional design: What elements to include in a quality online course [Webinar]. Retrieved January 25, 2011, from http://www.itcnetwork.org/Swineburne University of Technology. (na). Swineburne multimedia design tutorials: Basic design principles. Retrieved February 14, 2011, from http://www.swinburne.edu.au/design/tutorials/design/design/Texas Higher Education Coordinating Board. (2011). Professional development modules. Retrieved February 15, 2011, from http://www.txprofdev.org/](https://image.slidesharecdn.com/qualityonlinecourse-110805125802-phpapp01/85/Important-Tips-for-Developing-a-Quality-Online-Course-9-320.jpg)
Important Tips for Developing a Quality Online Course
- 1. Developing a Quality Online CourseMichael J. Robertson, Ph.D.eLearning DepartmentAugust 2011
- 2. Quality Online CoursesCharacteristicsProvide scaffolding for multiple stylesPromote higher level thinkingEmphasize individual and social learningIncorporate diverse media formatsReflect both richness and simplicity in organization and presentationModel instructor expectations for student workPlace a high level of worth in student-instructor and student-student interaction
- 4. PedagogyCognitive, behavioral, and social learning must all be acknowledgedEncourage student reflection by way of independent and group-oriented writing activitiesEnable social interaction through synchronous - e.g., real-time interview with external content matter expert - and asynchronous - e.g., discussion postings about case studies - activitiesAvoid information overload by presenting learning content via concise modules that build upon one another.7 (+/- 2) chunks of information (Miller, 1956)Online learning is by its very nature active, that is, it requires the learner take responsibility for his or her learningAssign experiential learning activities, such as field observations and journals for meta-cognitive reflectionIdentify and cultivate real-life context by way of student-instructor and student-student interactionWhere do student interests intersect with the course content?Identify possible areas for inference, synthesis, and transferenceExtensive research reveals that student-instructor interaction is a major factor influencing student satisfaction with online coursesRegardless of the technical or presentation-related course aspects, if consistent, meaningful, and timely instructor feedback is not present, students rate the learning experience lowRapport building is an important component to meaningful student-instructor discourseFrequent real-time dialogue, early in the semester, is more likely to generate meaningful rapport and ultimately student satisfaction with the course (Jones, Warren, and Robertson, 2009)
- 5. PedagogyBe consistent in course design, including the following aspects (Shapiro, 2011):Ease of navigationThe furthest any learning content should be is no more than three (3) mouse clicks from the course homepageCourse elements are consistent and clearly marked, e.g., fonts and font colorsHighlighting text with background colors can be distracting as well as a potential accessibility issuePut simply, different font types on the same page and/or across a course look unprofessional and suggest to students that attention to detail is low priorityModel the correct behavior - e.g., respectful online dialogue - and expected outcomes - e.g., quality of work submitted - at every level of the courseCourse elements are easy to followBe deliberate and straightforward with icon selection, i.e., use a folder icon for a folder, and not, for example, a smiley faceContent titles are clear, e.g., Module 1: Quiz 2Chapter 1 is not sufficiently descriptive, i.e., Chapter 1 what, assignments, quizzes, lectures?Design elements, like color and images, do not distract from course contentThe focal point for each page should be the information conveyed, and NOT supporting materials like inspirational images or other items that redirect student attentionDue dates are clearly listed, if possible, in multiple locationsRepetition of such information saves both the student and instructor frustration in the long run
- 6. TechnologyANGEL, i.e., A New Global Environment for Learning, is the Learning Management System (LMS) used at NCTCNCTC currently deploys the most up-to-date system version, ANGEL 7.4The eLearning Department provides faculty the following Web-based technical resources:ANGEL SupportANGEL Faculty TutorialsANGEL Faculty Video TutorialsANGEL Faculty QuickStart GuideANGEL Faculty Reference GuideANGEL 7.4: Instructor FundamentalsFaculty also have access to this training series under their Courses nugget in ANGELUsing streaming audiovideo and interactive learning objects, this training series provides step-by-step instruction on how to complete a wide variety of instructor-related ANGEL tasks
- 7. TechnologyThe eLearning Department provides faculty the following… resources (cont.):Virtual Training Company (VTC)NCTC faculty have access to online software training through VTC Online UniversityTraining titles include Microsoft Office, Adobe Flash CS5, Apple Final Cut, Apple QuickTime Pro and many more!For additional information or to setup VTC access, contact Michael RobertsonNew NCTC online faculty must complete a training series to be certified to teach onlineCourse development cannot begin until the certification process is successfully completedTechnology can be a wonderful tool to support meaningful learning; however, it can also, when applied incorrectly or excessively, impede or confuse student learningAre simpler tools available that would satisfy student technology expectations?If students do not perceive it to be useful it may very well impede learning!Deploy the appropriate tool for the activity, do not design an activity after selecting the toolPower Point presentations are a common delivery method for online instructors; however, without a speaker they are often too vague for meaningful student learningUse various multimedia tools, like the narration feature in Microsoft Office 2010, to provide that needed layer of personalization to Power Point presentationsCreating Flash-based interactions that incorporate Power Point presentations, or adding pop quizzes to streaming video clips are all possible!Contact the eLearning Department for more information on these and other content development possibilities
- 8. Course DevelopmentThe course development process spans 12 to 18 monthsTarget completion of the initial course version for the end of the first six to nine months, allowing the second half of the process to focus on review and revisionSimply migrating content online that is used to support face-to-face instruction, such as Power Point presentations and reading assignments, DOES NOT alone make a quality online courseA midpoint progress evaluation will be performed. If a course is not to the appropriate development stage, it will be canceled or put on hold for a future semesterAny course not developed and meeting final approval by the first day of early registration for the appropriate semester will be dropped from the scheduleAll new online courses must successfully complete the peer review process before launchThe peer review process is necessary to ensure that NCTC students are offered only high quality online coursesThe peer review process usually takes 2-3 months to completeMeet regularly, at least once a month, with your assigned instructional designerHe or she is responsible for supporting you throughout the course development process, including pedagogical, technical, and logistical assistanceeLearning staff recognize that faculty perceptions of the development experience influence subsequent participation and advocacy for online learning at NCTCWhy is it bad practice to procrastinate on a course development project?The course may be canceled or put on hold if appropriate progress is not evidentProduces back log in peer review process placing additional burden on other faculty and staffMay leave development work to complete after semester startup, thus drawing instructor attention away from student learningVisible errors model student expectations of quality, e.g., Student asks, "Why did you take points off my paper for misspelling words when there are misspelled words in our Syllabus?"High quality courses offer a higher earning potential for the instructor and institution
- 9. ResourcesDeubel, P. (2003). Learning from reflections - Issues in building quality online courses.Online Journal of Distance Learning Administration, 6(3). Retrieved February 14, 2011, from http://www.westga.edu/~distance/ojdla/fall63/deubel63.htmFriedman, V. (2008). Applying divine proportion to your Web designs. Smashing Magazine. Retrieved February 14, 2011, from http://www.smashingmagazine.com/2008/05/29/applying-divine-proportion-to-web-design/Jones, J. G., Warren, S. J., & Robertson, M. (2009). Increasing student discourse to support rapport building in web and blended courses using a 3D Online Learning Environment. Journal of Interactive Learning Research, 20(3), 269-294.Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 343–355.Shaprio, A. (2011). Focus on instructional design: What elements to include in a quality online course [Webinar]. Retrieved January 25, 2011, from http://www.itcnetwork.org/Swineburne University of Technology. (na). Swineburne multimedia design tutorials: Basic design principles. Retrieved February 14, 2011, from http://www.swinburne.edu.au/design/tutorials/design/design/Texas Higher Education Coordinating Board. (2011). Professional development modules. Retrieved February 15, 2011, from http://www.txprofdev.org/