Introducing online courses

As part of a group discussion I had recently about introducing online courses, a number of points were identified about a case study we used. I think these points are equally important for anyone starting out for the first time with an online course. Below are the summary points from that discussion:


When introducing online courses, part of the preparation should be to consider four aspects - the learners, the course content, the context and the technology. I think too often people are focussed on the tools that can be use, not necessarily on the other aspects. All of the aspects overlap and one are not necessarily more important than the others. They need to be considered together.

Take the learners, did you evaluate their knowledge of online technology, and how comfortable they would feel in using it? Whether they have the ability to express themselves online? Some people may feel embarrassed by poor written English. You need to evaluate this knowledge so that you can use appropriate online tools and provide instructions on how to use them.

It is important to take into account the individual learners, and in evaluating their knowledge of online technology, and how comfortable they are with using it. Giving students options is one way of allowing those with higher technological skills to use more advanced tools while giving those with little knowledge advice and guidance in the use of the more simpler tools.

With course content, it often appears that, not only are people trying to provide multiple ways of learning, but they also upload previous classroom content - audio and video of previous lectures and all the content that students need to read in the form of handouts from the classroom based course. Students end up being completely overloaded with reading. Whilst course designer’s aim for learning focussed- course, they end up with one that is content-driven. The course content should ideally be logically organised considering the timing of the introduction of content and the assessments.

Students will sometimes choose a course, not only for the content but for the delivery method.

When choosing technology it is important to consider what tools will enable the learner to achieve the learning outcomes. It is important to look at the effect of the technology on the learning. We need to think about how we are presenting this learning not at just how we are going to use all the tools. There needs to be a defined method to the pedagogy. In some cases the available tools dictate what type of instruction would be use and the course is then designed in the best interest of the learners or the objectives of the course.

It is important to select the tools which best suit the learning outcomes of the course. It is also important though not to let the pedagogy of the course dictate entirely what medium is used but to sometimes look at how the technology can assist in the transfer of information.

If the tool is technological, then ask yourself, which tool will suit both teacher and students best. However, it may be that the best and most appropriate tool is not technological. It may involve face-to-face learning. You also need to consider the cost of computers. Many students are financially impoverished and do not have modern computers or broadband, so there may be problems with computer speed and access to websites. And not every student can afford mobile technology.

Try not too use too many tools, try to keep to two main tools, tools that will best help the students to achieve the learning outcomes, and give clear instruction from the start and throughout, on how to use these. You can provide alternative or a selection of tools from which students can choose – those who were technologically challenged could be directed to simple-to-use tools, and those who were proficient could have their learning extended with more advanced tools. The challenge will be to have all the students contribute their knowledge and learning on a common site
Take it slowly, use technology some of the time and allow the students to feel comfortable with it before moving on.

I think that students needed more guidance and support initially to become more self directed in their learning. Understanding the needs of your students is important when designing your mode of delivery. You need to answer questions such as "will each student have access to the internet, and "how can I encourage the student to be more self directed in an e-learning environment"? Many students may not feel like sharing their knowledge or experiences because of the lack of face to face, therefore perhaps by encouraging each student to participate through posting a personal photo into a forum in the beginning of the course to support each getting to know the other may help.

The key is to somehow balance the student's learning needs, the context and the affordance of using the tools being given, while at the same time encourage the student to be proactive and self directed.