Online Course Modules

Many of us will begin the semester teaching and learning (T&L) online. Although the research on effective online T&L has been around for decades, some people are struggling with how to approach designing engaging learning opportunities online. Although many of us have been interacting with our students online over the past year, this type of T&L is more reactive, than intentionally designed using the research on what can facilitate quality learning experiences. This week I would like to share basic ideas on how to create better online courses for higher education by Hurix Digital (2020). Although this is not a research paper, there are fundamental aspects that align with the research for online learning.

Break Down The Course into Small Modules: As with every course design, the first step is to create measurable learning outcomes, then align with evidence of learning (assessment) and then develop active methods for which to facilitate conceptual frameworks. When the small modules are interactive, they may be referred to as online learning objects, OLO (August 2021). Creating OLO's will help facilitate movement to an online environment, as well as other iterations for courses in the future.
Incorporate Interactive Elements: Adding interactive (well-aligned) videos and images is a great way for students to take control of their learning environment. These interactive videos can be used to provide virtual tours, create thematic scenes, etc. Virtual reality, simulations and augmented reality can be used to take storytelling to a new level, while enabling learners to learn by doing.
Create Branching Scenarios: Branching scenarios (constructivism) give learners greater control on the entire online course (perhaps also create a mental model/concept map of the course). Branching is also a great way to assess end-learners’ decision-making abilities and stimulate their critical thinking and analytical skills.
Frequent/Timely Formative Assessments: You can integrate creative ways to help learners identify their learning gaps via video, simulations, etc. The goal is to encourage students to engage in the autonomy of learning, which can build metacognitive and self-regulated learning capacity.
Micro-learning, ML: Embedded in the OLO, you can create (and/or find) very short videos to emphasize and/or review a concept. You can also ask students to respond via video addressing specific prompts. Each ML module is created in a way that it contains all relevant information about the topic. The content can also be hyperlinked to external and internal resources, allowing students to access enhanced examples. Due to the concise nature of ML, it can empower the Information Processing model of helping learning transfer short to long term memory.
Blended Learning, BL: Hofmann and Miner (2008) define BL as “using the best delivery methodologies available for a specific outcome, including online, classroom-based instruction, electronic performance support, paper-based, and formal or informal on-the-job solutions among others.” Engaging students productively online works well when the experiences are designed so they can bring in and connect other experiences. Intentionally creating learning opportunities where students will integrate daily experiences, other course material, and assignments that allow them to create media, interview experts, and visit pertinent places which can reinforce the concepts (i.e., museums, businesses, industry, etc.