Five stages of online course design: Taking the grief out of converting courses for online delivery
PROCEEDINGS
Karin Barac, Lynda Davies, Sean Duffy, Neal Aitkin, Jason Lodge, Griffith University
ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference, ISBN 978-1-74138-403-1 Publisher: Australasian Society for Computers in Learning in Tertiary Education
Abstract
The burgeoning online delivery of higher education requires support and resourcing to be successfully implemented. In this paper, we report on the initial design and development of a professional learning module intended to guide academics when building quality online courses through a five-stage framework. The framework and resulting training module were developed in response to the growing demand on academics to convert their face -to-face courses to online offerings. This accelerating trend to move online often exceeds the capacity of allocated university course development resources (based locally or centrally as development units or specialised roles). It is for this reason a streamlined approach is needed to provide alternative support to academics that alleviates the pressure on these specialised support roles. The module developed also provides an example of how professional learning can be tailored to meet strategic university policies while delivering on quality products that align with everyday academic processes.
Citation
Barac, K., Davies, L., Duffy, S., Aitkin, N. & Lodge, J. (2013). Five stages of online course design: Taking the grief out of converting courses for online delivery. In Proceedings of Electric Dreams. Proceedings ascilite 2013 Sydney (pp. 77-81). Australasian Society for Computers in Learning in Tertiary Education. Retrieved August 7, 2024 from https://www.learntechlib.org/p/162011/.
Keywords
References
View References & Citations Map- Anderson, T. (2008). Towards a theory of online learning. Theory and practice of online learning, 45-74.
- Caplan, D., & Graham, R. (2004). The development of online courses. Theory and practice of online learning, 175. Http://cde.athabascau.ca/online_book/ch7.html
- Dondi, C., Mancinelli, E., & Moretti, M. (2006). Adapting existing competence frameworks to higher education environments. In I. Mac Labhrainn, C. McDonald Legg, D. Schneckenberg, J. Wildt (Eds.), The Challenge of eCompetence in Academic Staff Development, 19-28.
- Finch, D., & Jacobs, K. (2012). Online Education: Best Practices to Promote Learning. Paper presented at the Proceedings of the Human Factors and Ergonomics Society Annual Meeting. Http://pro.sagepub.com/content/56/1/546.short Garrison, D.R., Anderson, T., & Archer, W. (1999). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2), 87-105.
- Garrison, D.R., & Kanuka, H. (2004). Blended Learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95-105.
- Goodyear, P. (2005). Educational design and networked learning: Patterns, pattern languages and design practice. Australasian Journal of Educational Technology, 21 (1), 82-101.
- Koehler, M.J., & Mishra, P. (2005). Teachers learning technology bydesign. Journal of computing in teacher education, 21(3), 94-102.
- Macdonald, J., & Poniatowska, B. (2011). Designing the professional development of staff for teaching online: an OU (UK) case study. Distance Education, 32(1), 119-134.
- Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
- Price, L., & Kirkwood, A. (2013). Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice. Higher Education Research and Development, (in press). Http://oro.open.ac.uk/34804/ Roby, T., Ashe, S., Singh, N., & Clark, C. (2012). Shaping the online experience: How administrators can influence student and instructor perceptions through policy and practice. The Internet and Higher Education.
- Rubin, B., Fernandes, R., & Avgerinou, M.D. (2012). The effects of technology on the Community of Inquiry and satisfaction with online courses. The Internet and Higher Education.
- Spratt, C., Weaver, D., Maskill, L., & Kish, K. (2003). Online pedagogy and the challenges for academic staff development. Paper presented at the Exploring Educational Technologies Conference-From Strategy to Implementation, Monash University, Melbourne, Australia, July 16-17, 2003.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References