Creating Effective Learning in Digital Classrooms

There is an assumption that course content can easily be converted to a digital (online/blended) classroom by simply uploading text and images to a web-based learning management system (LMS). However, this misconception often creates confusion and frustration for students because the content is difficult to read and disorganized. To overcome this challenge, careful planning of curriculum design and structure can reduce students from skipping critical information needed for a successful learning experience. In addition to course design and structure, online/blended pedagogy must also be included in order to create effective learning in digital classrooms.There are four key elements in the curriculum design process and pedagogy that can help students’ experience effective online or blended learning. These elements include (a) content structure (e.g., text-size, color font, visual graphics, etc.), (b) active learning, (c) assignment feedback, and (d) communication.

Content Structure

The content must be organized and efficient for effective digital learning. The majority of people usually pay the most attention to the beginning and end of a topic. In digital learning, the first interaction with the online content will determine if students are motivated to continue to read the information. If directions are unclear, or the technology does not work, or the material is put together in an inconsistent manner, students may become confused and frustrated. This often leads to them skipping critical information in which they must use more time to review before completing the module. Therefore, content structure should be consistent, include only essential elements, and be predictable in the organization of the learning module/unit.

Text

In addition to content structure, large amount of text on web pages can seem overwhelming. Therefore, it is best to use text with an appropriate size, placement, and color. Size, 16 pixels for text in a paragraph so it can be easier to see by readers. The eyes are most comfortable reading from 41 to 50 characters per line. It has been shown that sans-serif fonts, like Arial and Verdana, are easier to read on-screen than serif fonts, like Times New Roman and Georgia. Placement: Text should not include unnecessary information. Graphics in text can provide a visual break for the eyes, but remember the placement and continuity is critical for effectiveness. Amount of text can be broken-up with lines in between the text paragraphs, directions, diagrams, etc. Text Color: There are different opinions on which colors are easiest to read. Majority of studies suggest either a green background with white text or dark gray text on a white screen. However, if you need to put in diagrams or print content from the web pages the green and white color may not be a good choice. Hyperlinks should be different colors from the text body. A text direction should also be given such as “Click Here” and then have the hyperlink linked to these words. Make sure your text colors and backgrounds are consistent throughout the content pages.

Visual Graphics

Content organization, graphics, text, and resources can set the order of importance on a web page. If you use a simple and consistent visual hierarchy, every item on the page will have visual importance. For example, if you want to draw attention to a diagram first before reading text you would place the diagram in the upper right-hand corner, for this is where the eyes are drawn first when viewing webpages. Also, placement and size of text is equally important. If you look at a newspaper, it has a clear hierarchy such as headlines draw a readers’ attention because it is larger in size than the other text on the page. Then you see smaller subheads under the headline which helps readers scan for chunks of information. If you include a graphic, which will take up ¼ of the size, it may draw the reader’s attention away from the headline and text. Graphics are often embedded in digital learning to support learning through visual sensory. These graphics can be images, diagrams, etc. It is also helpful to write a text description under the graphic in case students cannot see the graphic clearly. To ensure graphics are supportive and not distractive, use the following guidelines: Size: Optimize the size so it will download quickly. You do not want them too large. Use photoshop or fireworks to retain the desired resolution. Color: Graphic color should be able to be seen against web page background color. However, a strong contrast between colors should be avoided. Location: Graphic should support digital learning, not distract from it. Make sure there is a purpose to selecting the graphic; don’t over-crowd the e-learning format with too many graphics.

Active Learning and Resources

Content resources that include additional media helps students engage and become more active in the learning process. For example, embedded videos, discussion boards, audio files, hyperlinks to a websites, web conferences, screencasts, open educational resources (OER), etc. These resources help provide additional ways for student to become active in the learning process. If these resources are used, include a text description of the resources, directions on how to access it, and test it to make sure they work. In additional to resources, students can be actively involved in project groups, peer reviews, and feedback on assignments.

Assignment Feedback

In additional to content structure and active learning, feedback on assignments is critical in helping students monitor their own learning in digital classrooms. Students first need to be made aware of the expectations for assignments before they complete the learning tasks. These expectations should be connected to the learning objectives and have a description of how the assignments will be scored through grading rubrics, points system, badges, etc.

Communication

Commination is the one of the most critical elements of learning in digital classrooms. Communication can have different purposes such as communication of course expectations and requirements, developing a digital learning community with peers and the instructor communication, and instructor responds to student emails within a 24 hour to answer questions, clarify learning tasks, or trouble-shoot technology problems.

A combination of these key elements (a) course content (e.g., text, graphics, etc.), (b) active learning, (c) assignment feedback, and (c) communication which will help students experience effective learning and satisfaction in digital classrooms.