With the internet becoming such a pervasive part of life, it’s no wonder it’s increasingly becoming a part of the educational experience. This article focuses on the evolution of online learning, the factors to consider when developing an online course, the reasons for creating an online learning environment, the different types of online learning, and tips for maintaining and optimizing it an online course.
Online learning is the use of multimedia tools and technologies (e.g. computers, videos, kiosks) via electronic means to demonstrate and/or teach a concept and/or skill.
Did you know that typing a keyword into a search engine is a method of online learning?
Over 70% of people use online search sites for secondary research. However, it is up to the web user to determine what information is considered important and reliable. When the results of a keyword search appear on a webpage, most people see the results of the first two pages. Using online search is considered an “unstructured learning environment” because there is no set agenda or order for learning (as opposed to a structured learning environment where the resources (including text and hyperlinks) are presented in a comprehensive format such as a web page available or a compact disc (CD).)
Maybe someone is looking for a specific product. There is no “preordained” way or procedure as long as they find the product. When consumers visit different websites to compare prices, it is an online learning method. Some people refer friends and family to their online “wish lists.” Why? So that they know what gifts they want to buy for them.
There are two types of online learning. The first is a hands-on synchronous learning environment. This is also known as live, real-time learning. Examples of this can be found in online seminars, live chats and conferences.
The other type is asynchronous learning. This type of learning occurs at the computer user’s pace. Learning can take place outside of class times. Forums where this can be done include emailing tips and guidance to the instructor, a discussion, a bulletin board, or submitting assignments and then posting them online.
Despite the resources available in today’s world, educators and institutions do not take full advantage of online learning. Almost 90% of educational institutions have access to the Internet; however, only a fraction of trainers implement it as part of their curriculum. Another challenge is the “digital divide”. Lack of income, limited or no access to a computer and lack of internet access are factors contributing to the digital divide. Students at the short end of the gap may be reluctant to work in a new environment.
Institutions are not immune to the “digital divide” either. Education budgets are increasingly stretched as technology is sometimes viewed as an afterthought rather than a necessity.
Online learning is not a medium reserved only for science. Corporate environments use online learning tools to train employees. Many further training courses and seminars also take place online. Software companies often provide regular training for customers on how to use their products.
To ensure online learning success, one should start planning an online course by setting the goal and goals for the course. Once the goal is set, determine how the online course can help improve the classroom experience toward achieving the goal. Is the online medium a tool that the student will actively use, or is it a medium that will be used to display things of interest ie charts, graphs or videos?
Before creating and teaching an online course, it’s important to gain first-hand experience of the resource. If you have not yet taken an online course, it is recommended that you do so. Online courses can last from half an hour to a full semester or year. When taking an online course, there are a few questions to consider:
o How easy and/or difficult is it to navigate (move around) and explore the site?
o Were you able to access the materials you needed to complete assignments/tasks?
o Have additional resources been listed?
o What are your likes and dislikes regarding your online learning experience?
o How responsive was the instructor?
o What aspects and factors can you consider when creating your own course?
After attending an online course, you will have first-hand primary research as a student in the online learning environment. You can now take advantage of the experience and focus on making the online learning environment enjoyable and informative for your students.
The first step is content planning. What type of content will be on the course website?
What content is required for the course?
o Curriculum
o Tasks
o Lectures
o Rating Information
(Exams/Quiz)
o Delivery protocol
o Measurement of student progress
o Confidentiality issues
o Information from the instructor
o Email address
o office hours
o Credentials
o Telephone/Voicemail
o Resources
o Hyperlinks
oh videos
o books
o Magazines
According to the Web Instruction Guide it’s a good practice to take index cards and write on each one what type of content should be on the site and organize them into an easy-to-navigate sequence of events.
Once you have the materials organized, it’s time to figure out how to make the course accessible on the web. Below is a list of the routes you can take to get your course online:
o Internal resources (institutional/college/university)
o Equipment (computer with internet access)
o Computer Laboratory Facility
o Publishing Resources: Examine your textbooks.
Some publishers have online resources available to instructors, such as B. Websites and CDs that may be free to use.
o Web space may be available for lecturers at their institution. Check with your institution’s education department and/or MIS department.
o External resources
o If no web hosting space is available, there are web hosting packages that start from as little as $5 per month. Most web hosts have templates that are easy to create and just add text, documents, and/or images.
o A domain name is also required when hosting with an independent company. Domain names typically cost around $9 per year.
If you have the course online, there are still factors to consider.
How receptive will students be to the online format?
Some students may not have the experience of learning in an internet-based environment. In this case, recommend hands-on training. Many libraries and community centers offer free “Introduction to the Internet” courses that cover the basics from email to searching to surfing.
Does the lecturer have sufficient time for the course beyond the lessons?
If the trainer is not responsive and engaged in using the online medium, how are students supposed to learn to be comfortable in the online environment? In addition to telephone and office hours, it is also advisable to have a variety of options for communication between students. Bulletin boards, online forums, real-time seminars, an email group are practical examples. This educates and encourages students to visit the site regularly and participate in bulletin boards and/or forums.
Below are some final tips to help when maintaining and managing an online course.
Graduation Tips:
o Attend an online course at least once a year.
o Keep your online material up to date.
o Be available both online and offline – Students tend to ask more questions via email than in the classroom.
o Be open to student feedback, they will help you improve the online experience for yourself and other future students.
Thanks to Stephanie Cockerl
