This article outlines the dynamics in which a faculty member must consider when developing an online course. The authors point out that few faculty members possess the pedagogy and technology expertise to create an effective online course targeted for specific learning objectives. Oblinger and Hawlins suggest that paring up with an instructional designer could help remedy the problem of just covering content, and in turn, create a “series of learning environments and activities” (p 5) that facilitates interaction between students and instructors. To achieve this standard, the authors address certain issues that complicate the creation of an effective online course. They include: application; support; policy (copyright and intellectual property), and technical skills. Faculty members must decide what tools and management systems to use, as well as, who will be the one to update and provide support once the course has been created. After all of this, ownership of the content also becomes an important factor, which shapes the development of the course. The authors suggest that a “course-development team”, which utilizes skills from group of individual, is the most effective approach in creating online courses. This method allows the best use of faculty members’ time. It can bring more value to the institution by providing online learning that is both “visible and viable” through a quantity and quality of courses for a program. Once all of the questions have been addressed, but maybe not answered, the authors believe “online learning may be one of the best investments an institution can make” (p. 6).
In a rebuttal to this article I must bring up the over abundance of lackluster online courses or programs I have heard of or seen throughout the years. Promises of receiving your masters in just 3 months from some obscure college, leaves me to question the quality of that particular education. I have talked to individuals who obtained masters degrees online and all they did was write papers with very little interaction or feedback from the faculty that conducted the courses. This approach to online course leaves me a bit skeptical about the quality of the degree in which individuals obtain through these programs. Considering this, I appreciate the quality of my educational experience at this University and realize that there are god online courses being developed, where instructors believe that “online instruction is more than a series of readings posted to a website; it requires deliberate instructional design that hinges on lining learning objectives to specified learning activities and measurable outcomes” (p. 5). I hope that this attitude and approach will continue strengthening our online courses for the future.
Oblinger, G. D., & Hawlins L.B., (2006), The myth about online course development. Educause Review, 14-15.
Subscribe to:
Post Comments (Atom)
No comments:
Post a Comment