Online Learning Models

This week I was fortunate to enjoy conversations with colleagues on the on-going evolution of effective online learning models. I taught my first online course in 1998 and have observed many approaches to designing learning experiences in an online environment. So, the SoTL article I would like to share this week is entitled, “Partnership models in online learning design and the barriers for successful collaboration.” by Rotar (2024). 

The following research questions were addressed:

• What are the models of successful partnerships between those involved in online learning design in higher education?

• What are the main barriers to establishing and facilitating successful partnerships?

In this article, the author reminds us that the “design of quality online courses is a team task, as this process requires multiple areas of expertise that are not typically possessed by a single individual.” The study used the Preferred   Reporting   Items   for   Systematic   reviews   and Meta-Analyses (PRISMA) guidance to review 21 articles that documented the experience of teamwork in designing online courses. Six models were identified: 

1. mentoring and guidance; 

2. equal collaboration;

3. technical or formal support; 

4. multisectoral collaboration; 

5. focus on relationship building; and 

6. an iterative or flexible approach. 

Key barriers to establishing successful partnerships included:

• poor knowledge of the design process (Lack of understanding of learning design (van Rooij & Zirkle, 2016)),

• lack of financial incentives,

• no adequate regulation of the design process (Different quality evaluation criteria (Chen & Carliner, 2021)), 

• insufficient project planning and management (Lack of well-established alliance between the faculty and instructional designers (Drysdale, 2018), 

• time constraints and required time commitments, 

• increased workload, and 

• psychological barriers (Fear of criticism (Jin, 2018); Technical reluctance (Singleton, 2019)).

Although this article focuses on online learning, the key concept remains effective course design. I have shared many articles in the past on course design, specifically Universal Design for Learning (Dec 2016) which integrates many of the aspects of the Wiggins and McTighe Backward Design. I actually used this model to create a course using generative AI (Hargis, April 2024) for an online class. At the beginning of the pandemic when everyone was migrating their courses online, the research found that faculty who had designed their face-to-face courses aligned with a foundational model were more effective online (Yuan & Hargis, 2021). This week’s SoTL article confirms many of those historical findings as well as recommends distinctive suggestions for how we might create a team of education partners to create effective online learning opportunities. 

References

Rotar, O. (2024). Partnership models in online learning design and the barriers for successful collaboration. Research and Practice in Technology Enhanced Learning, 19(10).

Hargis, J. (2024). Using Generative Artificial Intelligence (GenAI) to design a college Environmental Science course, Glokalde SoTL Journal, 10(1), Article 1.

Yuan, Y., & Hargis, J. (2021). Measure instructor self-efficacy for online teaching, just prior to migrating courses online, Eastern European Journal of Transnational Relations, 4(1), 97-113.