CRITICAL DESIGN ELEMENTS FOR ONLINE COURSES
What is it?
Course design influences online student performance and engagement.
The article outlines a study where instructors and instructional designers responded to a Online Coure Design Elements instrument, examining the frequency of use of design elements.
Course design influences online student performance and engagement.
The article outlines a study where instructors and instructional designers responded to a Online Coure Design Elements instrument, examining the frequency of use of design elements.
Who is it for?
| The study presented in this article has implications for online instructors and instructional designers who design online courses, faculty developers who provide training for instructors, and administrators who build support structures for faculty and staff. |
What can it do?
The article outlines and discusses the following key findings, within the context of relevant literature: A total of 222 instructors and instructional designers responded to Martin et al.’s Online Course Design Elements instrument. Among the five factors in the instrument, the interaction and communication subscale had the lowest mean score in comparison to overview, content presentation, assessment and evaluation, and learner support. Both groups rated instructor contact information, chunked content, and assessment alignment with objectives highly. Items that were rated lowly included learner self-assessments and collaborative student activities. Responses by the two groups differed significantly for three items: accommodations for students with disabilities, self-assessment options, and frequent student–student interaction.
The article outlines and discusses the following key findings, within the context of relevant literature: A total of 222 instructors and instructional designers responded to Martin et al.’s Online Course Design Elements instrument. Among the five factors in the instrument, the interaction and communication subscale had the lowest mean score in comparison to overview, content presentation, assessment and evaluation, and learner support. Both groups rated instructor contact information, chunked content, and assessment alignment with objectives highly. Items that were rated lowly included learner self-assessments and collaborative student activities. Responses by the two groups differed significantly for three items: accommodations for students with disabilities, self-assessment options, and frequent student–student interaction.
Bolliger, D. U. & Martin, F. (2020). Critical design elements in online courses. Distance Education, 42(3), 352-372. Retrieved from https://doi.org/10.1080/01587919.2021.1956301