In this session, presenters will discuss the factors that enhance online learning and make it effective, beyond technology. This presentation is based on the findings of a qualitative study (n=26) conducted with faculty members at a higher education institution and will provide best practices for online course design and teaching.
When studying or implementing online learning, there is a common misconception that it’s all about the technology, especially the learning management system. Even though technology plays an outstanding role and influences the effectiveness of online learning, it’s not the sole factor that should be taken into consideration or the most important one. There are instructional decisions, strategies, and elements that actually have a positive impact on the learner, enhancing the experience (Lim & Morris, 2009).
Based on a qualitative study (n=26) conducted at a higher education institution with dozens of faculty members, this presentation will explore the factors in online course design and online teaching that faculty apply to make online learning effective. Results from this study showed that even though technology played a role, there were other factors such as feedback and collaboration that actually make online learning better.
The goal of this presentation is to demystify the role of technology in online education. When designing online instruction, there should be a systemic approach that includes multiple areas such as instructor’s feedback, student support, engagement, active learning, and others (Fathema & Sutton, 2013; Israel & Moshirnia, 2012). However, it’s very common to see an outstanding focus on technology, and in some instances, online learning is fully designed revolving around technology. This is reflected in the support that online teaching and learning gets and the professional development topics that are developed around it.
Furthermore, online teaching and course design presents a set of different challenges from face-to-face instruction. This presentation will explore the elements that should be adopted when designing instruction for online environments. In addition, participants will be able to evaluate the elements and factors from face-to-face instruction that should and can be adopted and the ones that should be avoided.
Another component of the presentation is the integration of new technologies and trends into online teaching and course design. From authoring tools to virtual scenarios, this presentation will list a variety of instructional technologies and trends that can be used to enhance online learning and the best practices for adoption.
Data from the study also provided insights into the learner’s experience and feedback. For this reason, the presenters will share how the use of specific factors, technologies, and trends played a role in student success and support. Moreover, participants will learn the best approaches to provide an engaging and collaborative learning environment.
By the end of this session, participants will be able apply best practices in online teaching and course design to develop a system of factors that should be taken into consideration. In addition, this presentation will describe how these factors have a direct impact on learning enhancement. As part of the interactivity for this session, participants will complete an online course design plan, using a topic of their choosing and they will engage in peer discussions for feedback. In addition, the presenters will provide a rubric that can be used for effective online teaching and course design, as well as a summary of the presentation in a written document.
Finally, participants will have the opportunity to check some online course examples from faculty members who were part of the study and the presenters will facilitate a discussion to get feedback from the audience and to foster an exchange of ideas.
References
Fathema, N., & Sutton, K. L. (2013). Factors influencing faculty members’ learning management systems adoption behavior: An analysis using the technology acceptance model. International Journal of Trends in Economics Management and Technology, 2(6), 20-28.
Israel, M., & Moshirnia, A. (2012). Interacting and learning together: Factors influencing preservice teachers' perceptions of academic wiki use. Journal of Technology and Teacher Education, 20(2), 151.
Lim, D. H., & Morris, M. L. (2009). Learner and instructional factors influencing learning outcomes within a blended learning environment. Journal of Educational Technology & Society, 12(4), 282.