Rethinking Course Design for Online Education
Principles and Ways of Course Materials Offering a course or academic program online provides faculty with a unique opportunity to redesign and sequence the course content in a new way. Research shows that effective course design can significantly impact student learning, time on task, and the productive use of students’ learning time (Palloff & Pratt, 2003).
The Role of Faculty and Course Design Specialists
Ideally, faculty would collaborate with instructional designers, graphic artists, and web technicians. However, faculty are ultimately responsible for ensuring the integrity and effectiveness of online courses. Understanding the fundamentals of course design is essential for a successful transition to online learning.
The Importance of Grading Rubrics
The use of grading rubrics has gained popularity as an alternative to traditional testing methods. Rubrics should be integrated into the assessment process from the beginning of course development (Dennison, Rosselli, & Dempsey, 2015). Well-designed rubrics can effectively evaluate both in-class and online assignments with minimal adjustments.
Theoretical Foundations for Online Course Development
Nurse educators should base their online courses on established theories of teaching, learning, and instructional design (Bolan, 2003; Hollingsworth, 2002a; O’Neil, Fisher, & Newbold, 2004; Sternberger, 2002). These theories emphasize active engagement, social interaction, and reflective practice as key components of effective learning.
Course Delivery Modes and Tools
When developing online courses, faculty must decide whether the course is best suited for a fully online format, synchronous or asynchronous modes, or a blend of online and on-campus activities. Selecting appropriate learning and course management tools and resources is crucial for achieving pedagogical goals. Course development should follow frameworks and models that address all aspects of the teaching-learning process (Sternberger, 2002; Zsohar & Smith, 2008).
Best Practices in Education
Course development should be guided by best practices in education, including high expectations, active learning, feedback, faculty-student interaction, peer interaction, time on task, and respect for diverse learning styles (Bali, 2014; Chickering & Gamson, 1987; Lowery & Spector, 2014; Billings, Skiba, & Connors, 2005; Suen, 2005).
Principles of Course Design in Nursing Education
Starting with the Learner
The learner should be at the center of course design. Educators need to assess students’ learning styles, needs, current knowledge, motivation, and adaptive capabilities. Although not all students may excel in online learning environments, many can adapt and thrive with appropriate support. Understanding the needs of “m-learners”—students who use mobile devices and multitask—can help in designing effective online courses (Alexander, 2004).
Defining Learning Outcomes, Objectives, and Competencies
Clearly defined learning outcomes are essential for curriculum development. These outcomes should be specified within the context of course and curriculum development, accommodating various learning domains and levels.
Organizing Content into Manageable Units
Online courses offer flexibility in scheduling, allowing for content to be organized into logical units such as lessons or modules. Each unit should include an overview, objectives, learning activities, readings, assignments, and evaluation methods (Hollingsworth, 2002a; Zsohar & Smith, 2008). Storyboards and course plans can aid in this organization.
Integrating Effective Educational Practices
Incorporating educational practices that enhance learning, socialization, student satisfaction, and a sense of presence is crucial. Evidence supports the use of strategies such as active learning, high expectations, and feedback to improve educational outcomes (Billings et al., 2006; Brownrigg, 2005; Burruss et al., 2009; Diekelmann & Mendias, 2005; Pullen, 2006; Sitzman & Leners, 2006).
Providing Opportunities for Application
Learning activities should encourage students to apply course principles in practical contexts and engage in higher levels of cognitive processes, such as synthesis and evaluation. Activities like debates, case studies, and reflective journaling promote active learning and connect theoretical knowledge to clinical practice (Benner et al., 2010).
Offering Constructive Feedback
Feedback is a crucial component of online learning. It can include acknowledgment, information, and evaluation. Providing multiple opportunities for feedback, such as automated responses, peer review, and faculty comments, supports student progress and self-reflection (Bonnel, 2008).
Encouraging Interaction and Collaboration
Interaction among students and between students and faculty fosters a sense of community and social presence in online courses. Designing courses to include collaborative activities and using tools like social networking software can enhance interaction and overcome feelings of isolation (Brownrigg, 2005; Diekelmann & Mendias, 2005; Sitzman & Leners, 2006).
Ways of Learning Course Materials for Online Learning in Nursing Education
Creating Assessment and Evaluation Plans
Assessment and grading criteria should be clearly defined. Various evaluation strategies, including tests, case studies, simulations, and discussions, can be adapted for online environments. Evaluations should provide formative feedback during the course and summative assessment at the end (Wink, 2009).
Utilizing Graphic Design Principles
Effective course design incorporates principles of graphic design, such as color, font, and visual imagery, while adhering to copyright laws. Working with design experts can enhance the visual appeal and functionality of the course (Hollingsworth, 2002b).
Adhering to Copyright Laws
The inclusion of graphics, text, and media in online courses must comply with copyright laws, including the US Copyright Act and the TEACH Act. Faculty should use copyrighted materials only for educational purposes and with appropriate permissions (Reising, 2002).