Week 3: Setting up an Online Learning Experience

Setting up an online learning experience involves several different areas of consideration including technology, communication, expectations and learning goals, and strategies for beginning the course.  First, it is important to understand the technologies available to choose the most appropriate technology for the course and the learning goals. Boettcher & Conrad (2010) suggest that the instructor not try to use every technology tool available in the first course they teach. While this is good advice, it is still necessary for instructors to have knowledge of the different technologies available to be able to choose the most effective one. According to Boettcher & Conrad (2010), One of the events in the first part of the course includes the establishment of the tools for the online environment so that the “learners know how to use the applications and tools that are required or know how to access the help that they might need” (p. 53).

It is imperative that learners can navigate the interface and be able to accomplish basic tasks such as finding online course material (syllabus, course schedule, help documents, contact information, learning resources, etc.), being able to participate in the initial community building activities such as an online icebreaker, and participating in the first few assignments. Therefore, instructors must choose a CMS (course management system) and accompanying tools and applications early, before the course begins (Boettcher & Conrad, 2010). This ensures the learner course will be ready to go and the learner will have a smooth beginning to the course.

Second, communicating clear expectations is important for several reasons. First, establishing a consistent and reliable form of communication (email, chat, phone, etc.) between instructor and students is essential. Second, the course documents explaining course goals, learning objectives and other expectations should be easily accessible, well-prepared, detailed, and clear.  Instructors should take the time to develop quality questions and effective assessment rubrics and scales so there will be no ambiguity in the grading process (Boettcher & Conrad, 2010).

Finally, strategies for beginning a course should include establishing presence, including social presence, cognitive presence, and teaching presence. Instructors should take the time to design successful strategies that focus on these to ensure an effective course beginning. For example, instructors should design an ice-breaker that establishes the learning community and social presence. Instructors should provide opportunities for students to consider the learning goals for the course and reflect on their experience with the course content. Instructors should establish a presence as an “equal player” in the online community and make personal connections with student to avoid “cookie cutter” experiences (Laureate Education, Inc., n.d.).

Launching a successful online learning environment is very different from launching an online learning environment. One way instructors can be sure they have designed a successful environment is to use quality standards. The Quality Matters Institute has a useful check list that will address eight key elements of online courses (Boettcher & Conrad, 2010). These guidelines and standards provide instructors with an effective guide to launching a successful online learning environment.

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Laureate Education, Inc. (Producer). (n.d.) Launching the online learning experience [Video podcast]. Retrieved from: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2652196_1%26url%3D