Online Design Concepts

www.telecampus.utsystem.edu

Online Education

Winter InstituteJanuary 3, 2008

Michael AndersonUniversity of Texas System TeleCampus


Questions

• Why should you care?

• How is online different?

• And the research says…?

• Online learning skills?

• Online instruction skills?

• How will online evolve?

& maybe some answers


Why you should care

• 20% of students have taken at least 1 online course1

• Doubled in 4 years

1Online Nation (Sloan-C, 2006)


Why you should care


How online differs

• We don’t have to learn how to learn in a classroom

• We do have to learn how to learn online

OrientationExpectations


More frequent interactionInformal socialization

• Lack of nonverbal communication

• 90% of meaning is conveyed non-verbally2

2Fromkin and Rodman (1983)

How online differs


How online differs

• Aspatial

• Cognitive dissonance

Explicit and consistent organization provides an internally familiar landscape


How online differs

• Temporal ambiguity

• Procrastination

Pacing provides immediacy


What students want3

• Interaction with the teacher• More participation (than classroom)• Interaction with classmates• Technical Help Desk

3Frederickson, SUNY (1999)


What faculty believe4

• Time management

• Self-sufficiency

• Computer/technology skills

• Reading and writing skills

4Long-Goding


Predictors for success5

• Interaction, especially among students• Self-regulation• Orientation • Adaptability to different learning methods• Motivation• Monitored performance with feedback• Rich, immediate real-life value in content

5Yukselturk


Student Perceptions6

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

Felt part ofclass

Learned asmuch

Took part indiscussion

board

Amount ofwork wasthe same

Would takeanotheronlinecourse

Onlineexperience

waspositive

Disagree Agree

6Watson, University of Chattanooga (2004)


Learner

Faculty

Students

Content

Online learning skills



• Reading/writing skills




• Hypernavigation/multimedia skills




• Hypernavigation skills

• Time management




• Hypernavigation skills

• Time management

• Technical skills


Online Course Design

Learner

Faculty

Students

Content


Course Design Factors

• Orientation activities




• Consistency in course design





• Frequent instructor interactions






• Active discussion






• Active discussion

• Establish a sense of community


Online instruction skills

Learner

Faculty

Students

Content



• Non-linear sequencing




• Monitored performance with feedback




• Monitored performance with feedback

• Student-centered cases


How online is evolving

• Personal learning spaces social networks

• Constructive connectivism wikis

• Immersive games virtual reality

Online Design Concepts

Documents