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The principles include: the online world is a medium unto itself; sense of community and social presence are essential to online excellence; in the online world, content is a verb; great online courses are defined by teaching, not technology.

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Highlighted by mickeyschafer

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great online courses are defined by teaching, not technology

Highlighted by melaniej

on 2009-09-26 by melaniej

And the type of teaching necessary for "great" online teaching is is in large part quite different from the type of teaching necessary for "great" face-to-face teaching.

In our view, an excellent online course is one in which the student is able to focus on the course itself and the medium of delivery becomes transparent to this process.

Highlighted by melaniej

on 2009-09-26 by melaniej

How far are we from reaching this reality (the medium becoming transparent to the process)?

allowing them to construct their own understanding of the subject material.

Highlighted by melaniej

on 2009-09-26 by melaniej

This is a difficult concept for me to grasp. Maybe I'm holding on too tightly to *control* of the learning outcomes. Does "allowing them to construct their own understanding" mean that students may leave with an incomplete understanding of the content I'm charged with teaching them?

“What would you do if I asked you to develop an absolutely riveting online course?” This paper is our response to her question.

Some of the answers came to mind immediately; others came with additional exploration. We drew together the views and findings of many experts in the field and added the perspective of our own years of online experience. We wanted to create a set of principles that would provide guidance and direction for new online instructors and course developers, but also, since quality online education involves so many important elements (Dahl, 2004; Hawkes & Coldeway, 2002; Oblinger & Hawkins, 2006) it is our hope that these principles will be useful to those involved at the administrative and policy-making levels as well.

Highlighted by glennhoyle

By absolutely riveting we are referring to excellence; to creating and delivering exemplary online courses. While the concept of excellence can take many forms in today’s educational landscape, for the purpose of this article we are considering factors such as sound pedagogy, creating an effective and engaging learning environment, generating meaningful learning experiences and promoting high student satisfaction.

In our view, an excellent online course is one in which the student is able to focus on the course itself and the medium of delivery becomes transparent to this process. It is one that is designed for delivery within the online medium and as such makes sound pedagogical use of the tools available in order to engage and immerse the student in the learning experience. It also creates learning groups, activities and situations that put the students in charge of their own learning. All of this takes place within a supportive and safe environment, allowing them to construct their own understanding of the subject material.

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There isn’t someone standing nearby to offer comment and clarification. Communication is often asynchronous and commonly in written form. In the classroom, if an instructor is losing the class because a lecture is dragging, he or she can change gears or topics, pick up the pace or suggest a quick break. Not so in the online world.

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Principle 1: The online world is a medium unto itself.

The search for excellence begins with this principle: The online world is a medium unto itself (Carr-Chellman & Duchastel, 2000; Ellis & Hafner, 2003). It is not just another learning environment, like a separate classroom down the hall; it is a categorically different learning environment. There are vastly different dynamics in online versus on campus courses.

Highlighted by christyinsdesign

Measuring quality in the online world is elusive (Oblinger, Barone & Hawkins, 2001) and complex (Alley & Jansak, 2001).

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At the same time there needs to be another pathway that provides more detailed background material for those students who either want or need more information about a particular concept.

Highlighted by melaniej

on 2009-09-26 by melaniej

Multiple pathways - or multiple approaches to the mastery of a single concept... Very difficult to achieve in a face-to-face setting. Online learning is ideally suited to this!

it is a categorically different learning environment

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those students who either have previous knowledge of the content, or who are picking it up quickly.

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providing a clear route to

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Because of the different dynamics, material that works well in a traditional environment does not necessarily work in the online environment (Ellis & Hafner, 2003) and often needs to be retooled, converted or redesigned for online use (Koszalka & Ganesan, 2004; Zirkle & Guan, 2000). Simply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003). Even supplementary materials such as PowerPoint™ slides, course notes and handouts usually need to be adapted, with explanatory content added (Ferguson & Wijekumar, 2000).

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provide distinct pathways through the material,

Highlighted by mickeyschafer

imply taking material that was developed for classroom delivery and directly porting it into course management programs such as WebCT or Blackboard tends neither to be effective nor recommended (Ellis & Hafner, 2003).

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Principle 2: In the online world content is a verb.

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using brief excerpts of important points along with the addition of visual material such as PowerPoint™ slides

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lengthy lectures don’t tend to work online.

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The roles for both students and teachers are changing in the online world (Collins & Berge, 1996; Sieber, 2005) and one of those changes is that the instructor role is moving from provider of content to designer of student learning experiences

Highlighted by melaniej

on 2009-09-26 by melaniej

I hope I'm up to this challenge - "designer of student learning experiences."

students actually contribute to course content

Highlighted by melaniej

on 2009-09-26 by melaniej

From my experience teaching online high school courses, it seems we are far from this. Maybe it is our current approach? Maybe we have not provided the scaffolding necessary for students to learn to participate in content creation meaningfully (as in more than a lackluster answer to a lackluster discussion question).

material for online courses needs to be developed with the unique strengths and dynamics of the web in min

Highlighted by hueihsien

Principle 2: In the online world content is a verb.

It is reasonable to say that courses tend to be built around content. We take classes in art history, quantum physics – or winemaking – because we are interested in those particular content areas. As well, few people would likely argue with the notion that excellent content is necessary for an excellent course. With that said, however, content alone is not sufficient to result in or to guarantee excellence.

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content alone is not sufficient to result in or to guarantee excellence.

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posting a series of readings or a standard curriculum to a website

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We are moving to a mode of learning that is less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in, in order to meet the objectives of the course (Carr-Chellman & Duchastel, 2000). In the online world, content is a verb.

Highlighted by christyinsdesign

Originally her approach was to integrate previously successful best practices but had evolved into a “smorgasbord of jazzy supplements with little thought placed on their value, role and importance within an education context” (p. 7). Mandernach also discovered that despite the outward, tech-savvy appearance of her course, the pedagogical effectiveness had actually decreased.

Highlighted by melaniej

on 2009-09-26 by melaniej

AMEN! I love technology as much as (or more than) the next person, and I have taken a course just like the one described here. It was pure distraction - long on "cool," short on content.

urposefully and strategically engage learners in activities and interaction

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They advised that institutions should be aware that while a course most certainly involves content, it also involves things such as interaction, dialogue, and coaching.

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content to designer of student learning experiences

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a facilitator who structures a learning environment where students actually contribute to course content

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more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in, in order to meet the objectives of the course

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masters of effective feedback

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Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).

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Oblinger and Hawkins (2006) suggested that institutions wanting to develop and deliver online courses should ask themselves: “Do we confuse providing content with creating a learning environment or delivering a course?” (p. 15). They advised that institutions should be aware that while a course most certainly involves content, it also involves things such as interaction, dialogue, and coaching.

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It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content.

Highlighted by melaniej

on 2009-09-26 by melaniej

Is this the case with all students? I don't learn this way. I'm not trying to be a "Negative Nelly" - just want to avoid painting all students with a broad brush.

Principle 5: Sense of community and social presence are essential to online excellence.

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It is also important to emphasize that community will not happen on its own.

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Principle 4: Great online courses are defined by teaching, not technology.

In describing online courses, many people may tend to first consider technology rather than pedagogy, but excellence in web-based courses is founded on excellence in teaching. The instructors in Hopper and Harmon’s (2000) exemplary online courses were competent, highly skilled and diligent. They had a good sense of humour, were excited about their content areas, and had high, clearly articulated expectations. They cared about their students, were confident, fair and were masters of effective feedback. The courses were “not defined by technology but by teaching” (p. 9).

Highlighted by glennhoyle

Establishing a sense of community often signals movement to a deeper learning experience (Benfield, 2001). It is through sustained communication that participants construct meaning (Garrison, et al., 2000) and come to a more complete understanding of the content. Indeed it is through such interaction and through attending to the processes of learning and teaching (as opposed to attending only to content) that a deeper rather than a surface approach to learning is encouraged (Ramsden, 2003). Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.

Highlighted by christyinsdesign

Those new to designing and delivering online courses tend to quickly gain an appreciation for the magnitude of the process.

Highlighted by melaniej

on 2009-09-26 by melaniej

Truer words have never been spoken! ;-)

Principle 5: Sense of community and social presence are essential to online excellence.

Since web-based courses do not have face-to-face contact and the wide array of non-verbal cues that such contact brings (Gunawardena, 1995), they have the potential to become static and impersonal (Zirkle & Guan, 2000). Creating a sense of community is one of the main objectives in any class (Benfield, 2001) and is also an essential part of the online learning environment (Aragon, 2003; Benfield, 2001; Rovai, 2002).

Highlighted by glennhoyle

Specific aspects of online teaching that are reported to contribute to enhanced learning and student satisfaction also include: quick turnaround time by instructor on email and assignments (Hopper and Harmon; 2000); frequent and engaged contact and individual feedback (Anderson, 2006); having goals and objectives that are clearly stated (Carr-Chellman & Duchastel, 2000; King, 1998; Orde, et al., 2001; Sieber, 2005) and detailed enough to clarify “what the student should be able to do, the conditions under which the student should produce the desired behaviour and how well the student must be able to perform it” (Ellis & Hafner, 2003, p. 643); great communication skills (Hopper and Harmon, 2000; White, 2000); regular use of student names (Aragon, 2003) and the capacity to be real and genuine (Aragon, 2003; Beaudin & Henry, 2007).

Highlighted by glennhoyle

In an online course, students need to be able to find everything they need to be successful learners and how to do so easily.

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Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.

Highlighted by christyinsdesign

Ideally assessment should provide diagnostic feedback that helps “the student to improve learning, the teacher to improve the instructional process, and the institution to improve its curriculum, support services, and infrastructure” (p. 16).

Highlighted by melaniej

In fact, a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them” (King, 1998, p. 30).

Highlighted by rego_b

The expertise involved in developing excellent online courses is not optional; it is essential. And we either gain those areas of expertise ourselves or we look for help and support. Otherwise, significant aspects of the courses we develop will be weak, and possibly even mediocre.

Highlighted by glennhoyle

One is to provide exemplars of the course assignments.

Highlighted by melaniej

Perhaps the most common of these provide direction on being effective self-guided learners. Unless the students in an online course can manage their time and provide some degree of self-motivation, they tend not to do well in a virtual course environment.

Highlighted by melaniej

on 2009-09-26 by melaniej

Do students actually read these guides and tutorials - the ones that help with self-guiding, time-management, and motivation?

Principle 8: Excellence comes from ongoing assessment and refinement.

Highlighted by christyinsdesign

Another little extra is the inclusion of brief audio clips. There is something particularly connecting and compelling about hearing a voice.

Highlighted by melaniej

Of course, the inclusion of additional resources in websites and online courses requires an understanding of the issues of fair use and copyright (Pitler, 2006).

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Social presence and a sense of community are influenced by many things, including collaborative learning activities (Aragon, 2003), enhanced communication (Steinweg, et al., 2006), use of humour (Aragon, 2003), small group activities (Rovai, 2002) and it is an essential part of online learning.

Highlighted by rego_b

Principle 8: Excellence comes from ongoing assessment and refinement.

Obviously there is some distance between a course that works and one that is absolutely riveting. Two additional factors that develop the former into the latter are evaluation and refinement: the regular and systematic review of all aspects of the course and the subsequent changes and updates added as a result. Evaluation is essential and should cover at least two important areas: course effectiveness and course efficiency (Ellis & Hafner, 2003).

Highlighted by glennhoyle

The integration of related video material also provides another little extra, especially for those students who tend to be auditory or visual in nature. Many online courses are extremely text heavy and instructors need to understand that this is often intimidating for students.

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Because the online world is a categorically different environment a particular blend of skills and knowledge is necessary if success is to be found in this domain

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References

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here is a wealth of articles and resources that can be supplied in order to help students find a rhythm that works for them. Many college and university websites offer student guides to help them be successful in taking online courses. Examples are listed in the Appendix at the end of this article.

Highlighted by rego_b

Another little extra is the inclusion of brief audio clips. There is something particularly connecting and compelling about hearing a voice.

Highlighted by rego_b

But getting material – even outstanding material – online in no way guarantees that a course will be excellent. There are factors unique to online education that must be taken into consideration if any course is to have the potential to be excellent.

It is not sufficient to be a content expert. Nor is it sufficient to be “tech-savvy”. It is not even sufficient to be an excellent traditional classroom teacher. Because the online world is a categorically different environment a particular blend of skills and knowledge is necessary if success is to be found in this domain. Based on our review of the literature and our own online teaching experience this blend includes an understanding that the online world is a medium unto itself and that the delivery of content requires action; that technology must be used wisely and that a sense of community is essential; that many areas of expertise are needed and that an effective web interface must be provided; that ongoing assessment and refinement must be carried out, that little extras often go a long way, and that while technology is the vehicle for online courses, that vehicle is driven by good pedagogy. Knowledge and understanding of such principles can help us find success in the exciting world of online education, and can help us move from the mere uploading of content to creating absolutely riveting online courses.

Highlighted by dmphillips

Adding little extras to courses can include things such as exemplars, rubrics, guides, tutorials, personal email messages, calendar reminders, audio clips and video segments. These additions, and others like them, often go a long way in contributing to student satisfaction and learning.

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Appendix

Being Successful in Online Courses: Links to Online Resources

Grossmont – Cuyamaca Community College District: Tips for Online Success: http://www.gcccd.net/online/tips_success.htm

UMBC: Tips for Online Success: http://www.cps.umbc.edu/aps/ Tips_for_ Online_Success.asp?SnID=2

Ivy Tech Community College of Indiana: Success Tips for Online Students: http://www.ivytech.edu/distanceed/orientation/resources/success/

EDUCAUSE Quarterly: How Students Develop Online Learning Skills: http://connect.educause.edu/library/abstract/HowStudentsDevelopOn/40009?time=1189404960

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