problem in teaching-1
CHAPTER 8
Online Course Design
Henny Breen and Melissa Robinson
“When it comes to the design of effective learning experiences, one provocative question is worth a
hundred proclamations.”
Bernard Bull
Overview
This chapter addresses how to design an online course, building on the theory discussed in Chapters
2 and 7. The focus is on the integration of pedagogical theory, principles, and best practices for
online course design, with examples provided throughout. Although there is some mention of how
technology can be used to enhance learning, it is not the focus of this chapter. There are several
sources available that the reader can access for a more “guidebook” approach to learn how to build
an online course. A key feature of this chapter is the emphasis on how collaboration is an integral
part of course design, consistent with our collaborative model.
Best Practices for Online Course Design
Many books and articles on online course design are “how-to” manuals on building a course online
that lack reference to a theoretical foundation, or if theory is mentioned, it is not integrated into the
discussion. When designing an online course, theory and an understanding of the most effective
pedagogical principles should receive the same attention as they do when planning for the face-to-
face classroom. Constructivist learning theories with applications in online course development
include cognitive constructivism, social constructivism, collaborativist learning theory, and
transformative learning theory (see Chapter 2). Models of curriculum design based on constructivist
learning theory include concept-based curriculum, backward design, and integrated course design
(see Chapter 7). Having a good understanding of these theories and models will provide the
educator with the foundational knowledge to design a new online course or put a course taught in
the face-to-face classroom online.
Pedagogical principles guide the design, implementation, and evaluation of online courses. For
online postlicensure nursing students, we believe the pedagogical approaches that best serve our
students include an integration of the different constructivist learning theories and models of
curriculum design. Online courses need to be carefully designed and ready to go within the learning
management system before the student first enters the class. This is of particular importance for
working adults because they plan their schedules based not only on the workload of the course but
also the course calendar. Further, they have the opportunity to review the course to ensure it is a
course that meets their learning needs. This may not be as much of a factor for core curricula in
nursing education because of the requirements to meet the program outcomes. However, it may
make a difference in choosing elective courses.
There is some consistency in what is deemed “best practice” for online course design. The following
best practices are recommended for online postlicensure nursing students, based on the literature,
our experience, and the experience of our students who have provided us with ongoing feedback.
Further, they are consistent with the constructivist learning theories and curriculum models we
recommend for online learning and teaching. The best practices are introduced here and applied
throughout the chapter.
The Learner Is at the Center of the Course Design
Before the planning of a course, it is important to know the student. In addition to knowing what the
student needs to learn in terms of course content and concepts for the profession of nursing, it is
important to know each student’s characteristics, barriers to learning, and motivation for learning.
Years of working with adult practicing nurses have taught us much about what works for them in
terms of course design.
Collaborative Learning
Collaborative learning is at the heart of our online courses. Collaborativist learning theory
(previously known as online collaborative theory), as developed by Linda Harasim, was used for a
research study and found to provide an effective model to evaluate the student’s ability to
collaborate (Breen, 2015). The study is found in Chapter 15.
Develop a Clear and Consistent Structure
Within any program of study, it is important to have a consistent structure for all courses. It is very
frustrating for students to learn a new way to navigate each course within the same program of
study. It is equally important to provide a simple, consistent navigation system within each course
(Johnson & Meehan, 2013).
Collaborate on Course Design
When designing a course, collaborating with at least one colleague is an excellent way to achieve
high-quality course development. In many larger online institutions, it is not uncommon for online
design experts known as instructional designers to work closely with faculty as content experts to
develop an online course. We have found that collaboration is critical not only to have more than
one mind working on and reviewing a course but because collaboration among all faculty who teach
in the program ensures effective leveling of concepts.
Collaborative and Individual Reflection
Reflection is an integral aspect of the nursing profession, regardless of the specific nursing practice.
This applies to our practice as educators as well. We engage in ongoing individual and collaborative
reflection to ensure each course design is meeting the intended process and outcomes for learning.
Revisions are made as needed based on how well the course meets student learning needs and
student feedback.
Process of Online Course Design
Backward design and integrated course models, as discussed in Chapter 7, form the framework for
ensuring there is alignment between the course outcomes, assessment strategies, and learning
activities. To support learner persistence, attention needs to be given to how the course is designed
(Stavredes & Herder, 2014). Faculty involvement in course design is on a continuum from being
minimally involved to being fully autonomous, depending on the learning institution, resulting in a
number of approaches to the design process (Santelli, Stewart, & Mandernach, 2020). Course design
that is faculty led is more common in smaller online programs and ranges from having minimal
guidelines to some basic university guidelines and some faculty autonomy. Large online institutions
tend to have a highly specialized approach that includes a standardized course design with minimal
faculty autonomy (Lee, Dickerson, & Winslow, 2012). A collaborative approach, which we endorse,
involves shared expertise and ideas on how the course should be organized. Faculty, instructional
designers, and students may be part of the course design team (Stewart, Cohn, & Whithaus, 2016).
There are a number of different models for online course design that are important for instructional
designers to be familiar with. At our institution, we designed our own courses using a combination of
a simple linear instructional development process known as ADDIE, along with some important
features from Dee Fink’s (2013) integrated course design. The ADDIE process, as discussed by
Stavredes and Herder (2014), includes the phases of analysis, design, development, implementation,
and evaluation. Many other models found in the literature are variations of this linear model.
Table 8-1 provides a brief description of each phase of the ADDIE process.
Table 8-1 The ADDIE Process
Dee Fink (2013) describes the process as steps in an integrated design, as follows: (1) initial phase:
build strong primary components, (2) intermediate phase: assemble the components into a coherent
whole, and (3) final phase: finish important remaining tasks. The first phase is comparable to the
ADDIE analysis and design phase because it involves identifying important situational factors and
learning outcomes, formulating appropriate feedback and assessment procedures, and designing
teaching and learning activities, ensuring they are all integrated. The intermediate phase is
comparable to the remaining ADDIE phases because it includes creating a thematic structure for the
course by selecting and creating teaching strategies. The final phase consists of tasks that are built
into the design phase of ADDIE as well as the evaluation phase; it consists of developing the grading
system and syllabus, correcting problems, and planning for an evaluation of the course and faculty
teaching.
ADDIE and the integrated design processes are also consistent with the best practices discussed
previously. Linear models are necessary for teaching because we believe integration is a process that
starts with linear thinking and making connections. Integration, which goes beyond making
connections, is critical to nursing practice and education. Integration is very much in keeping with
our collaborative model, as discussed in Chapter 1, and the holistic model, as discussed in Chapter 4,
because different perspectives are valued, considered, and merged as appropriate for a successful
online program with very high retention and persistence rates.
The analysis section is the first step of the process and critical to the success of course design. We
have devoted Chapter 3 to understanding the online nursing student and Chapter 7 to curriculum
development. Chapter 7 provides an overview and example to demonstrate how a course fits within
the School of Nursing’s program outcomes, including course learning outcomes, module learning
objectives, assessment strategies, and learning activities This chapter is focused on the design and
development phases, which are integrated. Implementation is discussed in Chapter 9, which
addresses online teaching strategies. Chapter 6 addresses course and program evaluations.
Collaborative Design and Development Process
We have developed a model (Figure 8-1) for the design and development process based on our
experience, taking into account both the linear and integrated processes discussed previously. We
believe ongoing reflection and collaboration are needed until the course is ready to launch. It is
important to note that designing course learning outcomes is an integral part of the design process.
However, in practice, learning outcomes cannot be changed once approved by the School of
Nursing, and often the university curriculum committee, without going through what is often a
lengthy process. The role of faculty in committee work is discussed in Chapter 5 in relation to the
inclusion of online programs and in Chapter 13 in relation to faculty development and service to the
institution.
Figure 8-1 Collaborative design and development process
Design and Development
The design of an online course can either facilitate student success with persistence or create
barriers to student learning. In addition to over a decade of online teaching experience in various
settings with different learning management systems, we have also been online students. We have
learned that keeping it simple, consistent, and challenging, with opportunities for deep thinking,
facilitates professional growth. Further, it is critical to value and respect the knowledge and skills
that postlicensure students bring to the online classroom, not only in our teaching but also in how
we design the course. We have learned that when we get many similar questions about an element
in the course, something is amiss and needs to be corrected. This section of the chapter addresses
all the core elements based on the model in Figure 8-1.
Learning Outcomes
The course learning outcomes need to be in alignment with the program outcomes, regardless of
the delivery model. Course outcomes should communicate the following to learners: (1) what they
are expected to know at the factual and conceptual levels, (2) the attitudes they need to develop in
keeping with nursing values and ethics, and (3) the skills or competencies they will achieve as a
result of taking the course (Scheckel, 2020; Stavredes & Herder, 2014). Given that many nursing
programs have moved to a concept-based curriculum, decisions also need to be made about which
concepts to include and to what level they will be addressed (Scheckel, 2020). We have a list of
concepts that are integrated throughout the online registered nurse (RN)–bachelor of science in
nursing (BSN) program, as discussed in Chapter 7. The depth of understanding of the concept
evolves as the student progresses through the program.
Taxonomy of Learning
A good source to use in the development of learning outcomes is the American Association of
Colleges of Nursing (AACN) Essentials at the baccalaureate, master’s, and doctoral levels. An
understanding of both Bloom’s and Dee Fink’s taxonomies of learning guides the development of
our learning outcomes. Benjamin Bloom led a group of researchers to initially formulate the three
domains of learning in 1956. Bloom and his colleagues (Krathwohl, Bloom, & Mases, 1964) further
developed the cognitive domain. The affective domain was broadened to include five behavioral
categories: (1) receiving, (2) responding, (3) valuing, (4) organization of values, and (5)
characterization by a value or value complex (Krathwohl et al., 1964). The psychomotor domains
were further developed by Anita Harrow, among others (Hoque, 2016).
The domains of learning are well known among educators. L. Dee Fink’s (2013) work is less known or
used in nursing education, but we found his work to be an excellent resource for nursing education,
which is also discussed in Chapter 7. See Table 8-2 comparing Fink’s integrated taxonomy of
significant learning to Bloom’s domains of learning, along with verbs and behaviors to help in the
writing of learning outcomes. An example is provided for each. In this table, we are comparing a
linear process to an integrated one. Both models are excellent resources for the development of
learning outcomes.
Assessment
In keeping with backward design, the next step is to develop assessment strategies that are
appropriate based on the learning outcomes. The key to this element of the design process is to
create a variety of strategies that will demonstrate progress toward achieving the learning outcomes
(formative assessment) as well as achievement of the course outcomes (summative assessment).
Table 8-3 provides examples of formative and summative assessments.
Further, when considering the design of assessments, all three domains of learning need to be
considered (Kirkpatrick & DeWitt, 2020; Stavredes & Herder, 2014). Developing the assessments at
this time in the design process ensures that learning activities are in alignment with what is required
to demonstrate that the learning outcomes have been met. However, the assessments may be
revisited at any time during the design process.
We do want to mention that in the literature, assessment and evaluation may be considered
separate concepts, and both are important aspects of course design. The main difference between
the two concepts lies in how the completed work by the student is used. Faculty use the information
from assessments to assess current learning that may result in a need to make revisions. Evaluation,
on the other hand, involves judgment and occurs at the end of the course or program (Oermann,
2017). Kirkpatrick and DeWitt (2020) encourage educators practicing in clinical fields to “evaluate
student attainment of course outcomes and defined program competencies to ensure that
graduates are prepared for safe practice” (p. 451).
We believe evaluation is particularly important for prelicensure and advance practice nursing
programs, given the emphasis on preparing graduates for direct patient care, clinical practice, and
national licensure exams. Other postlicensure programs have more of an emphasis on the cognitive
and affective domains of learning, in which grasping the role of nursing within the bigger picture of
health care is important. Postlicensure programs build on prelicensure programs to advance higher-
level thinking. Advance practice programs also have an emphasis on higher-level thinking, but
students are required to learn and demonstrate higher-level skills in direct clinical care. For the
purposes of this text, we refer to this element of the design process as assessment. This is not to
negate that, as faculty, we need to evaluate students’ work because grading is a requirement for
progression. However, we want to ensure there is an emphasis on continual, progressive student
learning, which requires ongoing assessment.
Dee Fink (2013) also discusses assessment as auditive versus educative assessment, a concept
initially posited by Grant Wiggins in 1998. We thought it was important to highlight this distinction
as something to think about compared with how assessment and evaluation are discussed in the
previous paragraph. Auditive assessment mainly consists of a midterm and a final exam. It serves the
purpose of providing a grade based on whether students were able to pass, indicating that they
learned the content. In other words, it is a backward-looking assessment. Educative assessment, on
the other hand, is ongoing, with the aim of helping students to learn better. It needs to be frequent,
immediate, based on clear criteria, and delivered in a caring way.
Types of Online Assessments
There are many types of assessments that can be used within online courses—for example,
authentic assessment, testing, self-assessment, reflective assessment, portfolio, WebQuests, and
collaborative assessment (Dee Fink, 2013; Stavredes & Herder, 2014). Table 8-4 includes a summary
of the types of assessments that we have found effective in online course design. When choosing a
strategy, several factors need to be considered, including the philosophy of the faculty, the purpose
of the assessment, the learning domain, the setting, and the effectiveness of the strategy, along with
other incidental factors, such as time for preparation, implementation, and grading (Kirkpatrick &
DeWitt, 2020). We also consider the concepts that are being taught. The types of assessments that
best lend themselves to assessing conceptual learning among postlicensure students are authentic
assessment, self-assessment, reflection, and collaborative work, which is in keeping with our
constructivist approach to learning.
Integration of Assessment and Learning Activities
When planning assessment strategies, the design of learning activities must be considered because
they are very much integrated into online courses. We use the discussion forums, blogs, and journals
found in most learning management systems (LMSs) because they provide excellent opportunities to
design integrated learning and assessment. Table 8-5 includes common learning activities that can
be created using the tools in multiple LMSs, along with the purpose of the activities.
The discussion of these tools is limited to course design in this chapter. Deeper discussion of each
learning activity follows in the next chapter on online teaching strategies (see Chapter 9). We also
use WebQuests, an inquiry-oriented strategy in which most or all of the information comes from the
web. Students explore and gather information, analyze it, and share their findings and
recommendations through collaborative discussion with their peers and faculty (Stavredes & Herder,
2014). As an example, we have used WebQuests to require students to find and assess resources for
a particular health-related problem in their community.
Discussion Forums
Discussion forums are places in which students can collaborate asynchronously in response to an
initial post written by faculty or possibly a student moderator. Activities created in the discussion
forum “may include text, audio, video and images” (Vai & Sosulski, 2016, p. 20). When designing
discussion forums, there are several considerations, including how many students to have in the
discussion, how to construct the initial post as a question or prompt, the expectations, and how to
assess the learning. When discussion groups are too large or too small, the quality of the discussion
may be diminished. We have found that an average of 8–12 students provides for an opportunity to
have collaboration in which the application of Vygotsky’s zone of proximal development (ZPD) is
most effective (Vygotsky, 1978/1997). In many online platforms, discussion groups can be set up so
that students in one group can see the work of the other groups. Small, private groups of five or six
students may contribute to students reading every post within their forum, but the opportunity to
learn and engage with more nurses with various degrees of experience is very limited. These small,
private groups should be limited to group work, not class discussions.
The construction of the discussion question or prompt is a very important consideration. The most
important thing to consider is how the prompt can lead to meeting the purpose of discussions,
which is collaborative learning in which students develop higher-order thinking skills. The role of the
faculty in advancing this purpose should not be underestimated and is discussed more specifically in
Chapter 9.
The discussion board is often considered the equivalent of a face-to-face class discussion, but there
are some unique differences. Discussions often require students to support their posts with
evidence from the course materials and other literature. Asynchronous discussions also allow time
for students to thoughtfully respond. In many ways, this can facilitate a higher-level discussion than
what is ordinarily achieved in the face-to-face classroom.
Boettcher and Conrad (2010) suggest a three-part discussion prompt that includes what the
learners’ thoughts and recommendations are and why the learners think what they do, including
thoughts, experiences, and beliefs. The third part is having learners state what they wish they knew
or what problems or challenges will follow. These suggestions are important for developing
discussions that avoid simple right-or-wrong answers that may result in repetitive responses that do
not advance higher-level thinking. Discussions that have a “right” answer are equivalent to short-
answer knowledge questions on a test but shared with the class to be judged. Some examples of
discussion questions are provided in Table 8-6. As a reminder, all learning activities should relate to
the module learning objectives, which are designed to meet the course outcomes. Module
development and learning objectives are discussed further in this chapter.
Blogs
Blogs can serve as a less formal opportunity to create interaction in the online classroom by
requiring students to reflect on certain topics and share their opinions. We use blogs for
controversial topics or to bring awareness to an issue. The intent is to give students the opportunity
to share diverse opinions and perspectives without being judged. Students comment on their peers’
blogs, but there is no requirement to carry the discussion forward as in the discussion forum. They
may respectfully disagree and present their perspectives in the comments.
Blogs have been very successful in our population health course; students enjoy the less formal
activity and appreciate discussing personal opinions about challenging community and public health
topics (Robinson, 2017). In order to promote meaningful discussion, students are assigned to read,
listen to, or view a variety of different materials, such as YouTube videos, TED talks, podcasts, and
web resources with reliable public health data to highlight prevalence. Some topics for blogs that we
have used include human trafficking, rape on the reservation, rural oral health disparities, gun
violence in the United States, and the opioid epidemic, to name a few (Robinson, 2017).
We have also used blogs to address a number of challenging practice issues encountered by nurses.
For example, in a comprehensive leadership case study, a nurse manager is faced with terminating
two nurses for ongoing incivility. The blog in response to this case study was effective for eliciting a
diversity of opinions about the manger’s leadership style and the impact of this action on the other
staff.
Journals
Journals provide the opportunity for students to share their reflective work privately with the faculty
member. It is important to base the decision on whether to use a shared or private journal on the
intended learning outcome. Shared forums allow for collaborative learning, whereas private journals
allow for deep personal reflections that students may not want to share with the class. For example,
in our trauma-informed care course, students share some deeply personal information about
trauma in their own lives through journal writing. It provides them with the opportunity to reflect on
how the trauma affected them and how it may be helping or hindering their nursing practice.
Assessments and Grading Rubrics
As stated earlier, interactive learning activities are also assessed. This is much different than in a
face-to-face class, where participation may be graded but rarely assessed. However, one could view
any assessment as a learning activity. For example, when writing a paper, students are learning not
only about the content but also about the process of academic writing. Much has to do with the
quality of the feedback provided; this is discussed more fully in Chapter 9.
The use of grading rubrics in online classes is highly recommended and consistent with best practice.
Important considerations for designing a grading rubric include the following: (1) the purpose of the
learning activity, such as the learning process or outcome; (2) the criteria that represent meeting the
requirements; (3) division of the criteria to represent distinct and meaningful levels; and (4)
descriptions for each criterion and level. We share multiple examples of instructions and grading
rubrics in Tables 8-7 to 8-11, as follows:
Tables 8-7 and 8-9: instructions and grading rubrics that include all four considerations
Tables 8-8 and 8-10: less formal grading criteria
Table 8-11: rubrics that focus on feedback
l
Table 8-11 PowerPoint Assignment Using the Instructions for the Grading Rubric
A grading rubric that lists content that coincides with the instructions is intended to provide
extensive feedback to the student. We commonly use such rubrics for major papers, along with
tracked changes to provide feedback in context. Some tools within LMSs, such as Blackboard,
Canvas, and Moodle, allow faculty and instructional designers to develop rubrics that include
numeric grading as well as space for narrative feedback within the grading rubric for each criterion.
The example in Table 8-9 is a good one to think about. Should this actually be discussed in a shared
forum? This needs to be decided based on an analysis of the students in the class and the need for
collaborative reflection. For example, if there is a mix of experienced and new graduate nurses,
there is an opportunity for experienced nurses to reflect on their current practice and share with the
inexperienced nurses. The sharing of real-world nursing experiences is highly valued by
inexperienced nurses and is an application of Vygotsky’s (1978/1997) ZPD. It also provides an
opportunity for the experienced nurse to mentor. On the other hand, it is not uncommon for
experienced nurses to feel uncomfortable sharing honestly about the ways they need to improve, so
a private forum may be more appropriate. The message here is that every design tool used needs to
be carefully considered, taking into account several factors, including the student population and the
purpose of the activity.
In summary, assessing student learning requires careful consideration because many factors go into
the design of learning activities and assessment. Several examples have been provided. However, all
faculty need to reflect on the expected learning outcomes and make decisions on how students will
demonstrate that they have met them and, equally important, what will be needed to guide them in
working toward meeting the outcomes. Designing the course in a way that creates the most
meaningful learning experiences often takes creativity, critical thinking, reflection, and
collaboration—the same things we ask of our students. As these major items are being designed, the
structure and sequencing of the course need to be considered, as well as the course materials.
Structure and Sequencing of the Course
Providing an orientation to the program and the technology students will be using helps students
build confidence as they start their program. We created an online orientation in the LMS
Blackboard Learn to introduce the students to the program; show them how to navigate the LMS;
and show them how to access resources, such as academic advising support, the online library,
tutoring, information technology (IT) support, and more.
Course design includes placing a focus on course navigation to ensure that students have a
successful experience in the course. As faculty, it is important to attempt to put yourself in the role
of the student, which is easier if you have been an online student. It is very frustrating for students if
they feel they have to go on a scavenger hunt to find what they are looking for or if the classroom
seems chaotic. Using the same format for all courses, with clear guidance provided through written
or visual instructions, is very useful. A video walking through the course and showing students where
to find things is always welcomed by students. Be sure to include the syllabus and calendar, with
explicit due dates for assessed learning activities.
Faculty may teach in institutions that have consistency in how many weeks each term or semester is.
This makes for consistency in the structure and sequencing of each course all year long. However,
other faculty members work in settings that have a different number of weeks depending on the
term. This is an important consideration in structuring and sequencing the course. For example, if
one semester is 14 weeks and another semester is 7 weeks, it may make sense to develop seven
modules of 1 or 2 weeks each, depending on the semester in which it is taught. This requires careful
planning to consider the overall course design.
Learning Modules
We recommend that each course be divided into modules (see an example of a learning module
page in Figure 8-2). We recommend the following for this part of the design process:
Develop learning objectives for the module.
Identify the relevant program concepts that are addressed or provide a topic outline.
Divide the module into weeks. The number of weeks depends on the amount of content and the
work required to meet the module objectives.
Figure 8-2 Learning module page
To keep students engaged, we have found it necessary to have students be actively involved each
week in a discussion, blog, journal, or some other activity that is graded. A consistent pattern that is
predictable appears to be the most successful. An example of this consistency starts with identifying
the online week. Most online programs have an identified online week, such as Monday to Sunday.
Initial posts for discussions and blogs are due on Thursdays, and replies or comments are due on
Sunday. All written assignments or projects are due on Sunday.
A folder for each module is an effective way for students to navigate through a course easily.
Figure 8-2 provides an example from one of our courses that illustrates how the page looks when
the student selects Learning Modules from the course navigation column. When the module folder is
opened, the student first sees a list of concepts, objectives, a clear “to-do” list, and assessment and
learning strategies, followed by the reading assignment as illustrated in Figure 8-3. Figure 8-4
illustrates the learning materials that are used for this module and the links to the assessments.
Figure 8-4 Learning materials and links to the assessments
Learning Materials
Choosing learning materials for an online course may be a daunting task, given how many resources
are available to choose from. It may be tempting to include too much, which will overwhelm
students, thus the need to use discretion. Learning materials may include websites, webinars,
videos, articles, podcasts, and relevant web courses, to name a few. It is incumbent on faculty to
provide materials that support the objectives of the learning module and promote active learning.
Students who are engaged in reading, listening, or watching are active participants in the learning
process (Vai & Sosulski, 2016). We have also used interactive activities that require students to
participate by answering questions or participating in a quiz to earn a certificate. Many
organizations, such as the Federal Emergency Management Agency (FEMA) and ACEs Connection,
provide these kinds of activities that support active learning and learning outcomes.
Some faculty like to include PowerPoint presentations, which we prefer not to use because they
often miss the context for learning, which is more richly discussed in books and articles. Narrated
presentations mimic classroom lectures, making them a form of passive learning and contrary to our
educational philosophy. Exceptions to this are carefully considered. It is important to include
instructions on how to use the learning materials as needed. For example, advising students on how
long a video or podcast is lets them know how much time to set aside (Stavredes & Herder, 2014).
In Figure 8-4, you will note that the last folder is for self-study materials. This is an effective way to
provide learning materials that are consistent with the module objectives but are more specialized.
Students may choose to explore them depending on their nursing practice environment.
Leveling and Scaffolding
When designing the course, faculty need to simultaneously pay attention to leveling and scaffolding.
For example, if the course builds on a previous course, it is incumbent on the faculty to have a good
understanding of how and to what depth a concept was explored, understood, and applied in order
to level their course appropriately. Again, this drives home the message of how important
collaboration is to the success of an online program.
Conceptual scaffolding is particularly important because conceptual understanding deepens as
students progress through the program and individual courses. Consistent with constructivist
learning theory, students are guided to link prior knowledge to new learning and to use critical
thinking and questioning of their underlying assumptions and beliefs, thereby transforming their
thinking (Stavredes & Herder, 2014). Table 8-12 provides an example that demonstrates how the
concept of leadership is leveled and scaffolded over two semesters.
Evaluation
Asking for feedback from students when a course is taught for the first time provides valuable
information. Feedback about the ease of navigating the course is particularly helpful. It is not
uncommon to teach a course about three times before it is completely to your satisfaction. You can
anticipate spending 20–30 hours preparing your course if you have taught a face-to-face version
before and are familiar with the LMS. More time will be needed if this is the first time you have
taught an online course (Boettcher & Conrad, 2016). Each time you teach the same course, you must
carefully review the course to ensure your content is current; to confirm that internal and external
links are functional; and most importantly, to make changes based on student feedback not only in
terms of content, as appropriate, but also design.
Best-Practice Recommendations for Online Teaching
Keep the student at the center of the design.
Provide online students with collaborative and individual learning experiences.
Use formative assessments throughout the course based on learning activities that meet the module
objectives, which in turn will facilitate students’ ability to meet the course outcomes.
When designing the course, collaborate with instructional designers and other faculty to enhance
creativity and ensure alignment or leveling of the course.
Engage in ongoing reflection throughout the online course design process to truly provide an
integrative design.
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