running head: online course development and...

Essential Elements to a Learner Friendly Online Course 1

Running Head: ESSENTIAL ELEMENTS TO A LEARNER FRIENDLY ONLINE COURSE

Essential Elements to a Learner Friendly Online Course: A 360° Degrees Perspective

IT: 650

Evelyn K. Green

The University of Southern Mississippi, Hattiesburg

July 19, 2005


Essential Elements to a Learner Friendly Online Course: A 360° Degrees Perspective

The topic of this course reflection essay was selected after much thought as I felt that its comprehensive approach would motivate me to review and reflect on all the course materials covered in our IT 650 course. Since this course focuses on online course development, I thought I would piece together all the elements I felt were essential to the development of an online course that is learner friendly. I was also in attendance at a “Putting Your Course Online” workshop held at the University of Southern Mississippi on May 17-20, 2005. The information was helpful and I thought I would also include my experience as part of this reflection paper. I would like to eventually condense the information into a planning checklist for my future reference.

I am, of the opinion, that learner-friendliness must be a primary objective in online course development. In week #2b of our IT 650 online class discussion, the class identified and concurred that an unfriendly or “noisy” course can distract learners from their academic goal of acquiring new knowledge from the course. My most immediate challenge in taking on a comprehensive topic is where to begin.

My thoughts will be organized under the following topics: the instructor, the learner, the learning environment, and the course. The topics represent the four core components of the distance learning experience (Boettcher, 2003). Research states that the process of planning and organizing for an online course is multifaceted and must occur prior to the course offering itself (Simonson, Smaldino, Albright & Zvacek, 2003). We must learn about the skills, challenges and needs of the instructor/course developer. It is also important for the instructor to study and recognize the learners’ needs, their general abilities, learning characteristics, and experiences. The learning environment must be addressed in terms of institutional and governmental support, technology, and resources for both instructor and learners. The course must be analyzed to ensure its scope is sufficient to achieve a learning experience which will lead to desired outcomes (Dick & Carey, 1996), and the content of the course matches the needs of the learners (Simonson, Smaldino, Albright & Zvacek, 2003).

The Instructor

SkillsMy personal experience in working with faculty members responsible for online course

delivery at the University of Southern Mississippi indicated that faculty members may be subject matter experts (SME) but many do not possess the knowledge and skills in pedagogy and curriculum development. Many are experts in their fields of study but are not trained teachers. Even though learner course evaluations indicated they have been successful in their course delivery, many admitted they could do better once they were exposed to course development techniques. Additionally, many lack the computer skills needed to navigate and use web-based instruction software such as WebCT. Many of the faculty members also do not know how to use instructional software, e.g., PowerPoint, Photoshop, Dreamweaver, SnagIt, Impatica, Camtasia Studio 3, to enhance their online delivery. The faculty members indicated interest in receiving training and agreed that professional development opportunities would be helpful. However,


they were also quick to state that lack of time and resources are hindrances to their pursuit of professional development opportunities when offered to them.

In his article, “Gender Differences and the Online Classroom: Male and Female College Learners Evaluate their Experiences,” author Patrick Sullivan (2001) concluded that negative comments from both genders about their online learning experiences seemed to be course design, teaching strategies, and conduct related. It is, therefore, pertinent that faculty members acquire skills that will help them be successful online course developers and instructors.

I am, of the opinion, that all faculty members should also undergo training in universal design as part of their instructional design professional development. Ignorance of ADA, Section 504, and Section 508 standards and requirements can be legally detrimental to their institutions and discriminatory toward their learners with disabilities. Part of the universal design training should involve knowledge of assistive technology and their capabilities.

The Web-based Education Commission report (2000) revealed that educators are significantly under-funded as compared with their commercial counterparts. Professional development opportunities for teachers are lacking due to insufficient funding. Our IT 650 online class discussions indicated that many teachers pursue professional development opportunities using personal funds and leave time. It was suggested in our IT 650 week #6 discussions that the trend of collaboration between publishers and institutions of higher learning can be the solution to the funding crisis faced by our educators. Publishers can provide the much needed financial support in faculty development in return for quality course content. This synergistic method of developing quality online courses can be beneficial to all stakeholders, particularly, the learners.

Challenges and NeedsIn addition to the lack of curriculum development and computer skills, I observed that

faculty members also encounter information gaps on University processes through which they have to undergo in order to put their course online. The gaps create “noise” for the faculty members. It is important that faculty members are given an orientation to the University’s online course processes. This orientation can be conducted at the beginning of each school year. Many universities put this information on their university’s Web site for easy access. However, due to lack of communication, faculty members are not aware that the information is readily available. It is therefore, pertinent that an institution consistently communicate the availability of such information with their faculty via intranet mail, faculty newsletters, department meetings, etc.

In their article, “Going Online: Guidelines for Faculty in Higher Education,” authors De Verneil & Berge (2000) forewarned faculty members that web-based instruction (WBI) is complex and to ensure a smooth transition from face-to-face classroom instruction to WBI, they must be aware of the four dynamic and inter-related elements that are critical to their success. The four perspectives include managerial, pedagogical, technical, and social. Faculty members must first analyze the fiscal, political, and social environment along with institutional, departmental, and learner needs before they jump on board the “distance learning bandwagon.” They also need to evaluate the institutional support system in terms of technical assistance,


instructional and graphic design, release time, computer programming and authoring, time reduction for online management and assessment, and course development costs. In terms of pedagogical considerations, the authors advised faculty members to define the learning, and the environment in which the learning occurs, to evaluate if WBI is a suitable delivery platform. The authors also emphasized that a new delivery medium, i.e., the Web, may not necessarily equate to a new and better pedagogy.

Faculty members must be cautioned and educated on copyrights issues involving teaching online (De Verneil & Berge, 2000). Chapter Five of Teaching and Learning at a Distance: Foundations of Distance Education discussed copyrights myths. It is important for faculty members to try to determine what is copyrighted, and what is not, and what can be used in an online course and what cannot, at least without permission, and how it can be used (Simonson, Smaldino, Albright & Zvacek, 2003). It is also critical for faculty members to understand the criteria for fair use. The criteria stated by Simonson, Smaldino, Albright & Zvacek (2003) include:

The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit educational purposes

The nature of the copyrighted work The amount and substantiality of the portion used in relation to the copyrighted

work as a whole The effect of the use upon the potential market for or value of the copyrighted

work

Release time, proper hardware and software are common needs expressed by faculty members responsible for developing online courses. It is my opinion that online learning demands greater attention to the course development process. Institutions must invest in their faculty’s professional development to attain quality online content. Support personnel such as instructional designers and trainers are helpful, but time and equipment are always a hindrance to faculty’s ability to focus on developing a course to its full potential. The institution must be prepared to invest in release time and technology.

Intellectual property is a hot button issue in distance education and has been a “noise” that has deterred faculty members from getting involved in online course development and delivery (Twigg, 2000; National Research Council, 2000). This “gray area” of who owns an online course is often settled through intellectual property agreements between the institutions and their faculty members. More will be discussed under the Institutional Support section of this paper.

The Learner

The learner is the crucial component of the online learning experience. In any instructional situation, the more the instructor understands the learner the better will be the learning experience for all involved (Moore & Kearsley, 1996).

Needs


According to Dr. Sheryl Burgstahler (2002) in her article, “Distance Learning Universal Design, Universal Access,” the second digital divide separates people who can fully access technological tools, services and information from those who cannot, and people with disabilities generally find themselves in the latter group.

Convenience and flexibility are two positive advantages identified by both genders (Sullivan, 2001), with female learners having a more compelling need for flexibility because of their family obligations. Both genders equally indicated that the flexibility of online courses allowed them to achieve their academic goals.

AbilitiesBurgstahler (2002) provided examples of course designs that can hinder people with

different types of disabilities from fully accessing and participating in distance learning. The types of disabilities discussed included mobility impairments, visual impairments, learning disabilities, hearing impairments, speech impairments, and seizure disorders. “Chat” communications or small buttons can be problematic for the mobility impaired because of their slow input and poor motor skills. Clutter and inconsistent layout of course content can also make navigation difficult for those with limited vision. Flashes or flickers can induce seizures for those with seizure disorders. In addition to access problems, Burgstahler (2002) cautioned that offering courses that are not ADA (American with Disabilities Act), or Section 504 and 508 (Rehabilitation Act) compliant can pose legal issues for the distance learning providers. The distinctive advantage of applying universal design is that it not only accommodates the needs of the disabled population, but it also benefits fully-abled people who may find themselves limited by situations similar to the limitations imposed on the disabled (Burgstahler, 2002).

Learning CharacteristicsA common characteristic of distance learners is an increased commitment to learning

(Simonson, Smaldino, Albright & Zvacek, 2003). Research finds distance learners more motivated than traditional classroom learners and they are in distance learning because they choose to be in distance learning (Office of Technology Assessment, 1989). Research also reported that once learners took a distance course, they were willing to enroll in additional courses because they were satisfied with the quality of their learning experience and the convenience of distance learning (Bozik, 1996). Learners of distance learning are also reported to possess average or high achievement abilities as they seem to assume more responsibility for their own learning (Smith & Dunn, 1991).

Male and female learners had both positive and negative comments about online interaction (Sullivan, 2001). The female learners appear to be more affected by both aspects, especially the shy and quiet ones who find the online environment more welcoming. The study also revealed that both genders considered self-discipline and self-pace as factors impacting their online learning experience. A significant difference between the genders lies in the fact that the female learners view self-discipline and self-pace as a negative compared to none of the male.

Learning StylesOnline learning is learner oriented. The more the instructor knows about the individual

learner’s learning styles, the easier it will be for the instructor to address the learners’ needs,


making it easier to engage the learners and make the class function better(Simonson, Smaldino, Albright & Zvacek, 2003).

Shanna Luke (2005), instructional designer at the University of Southern Mississippi’s Learning Enhancement Center, shared the following information with the participants of the “Putting Your Course Online” workshop held the week of May 17-20, 2005 in Hattiesburg, Mississippi. She stated that learners’ learning styles can be grouped into visual versus verbal, global versus sequential, active versus passive, sensing versus intuitive. Visual versus verbal learning addresses how students relate to information. Global versus sequential learning describes how students understand. Active versus passive learning focuses on how students process information, and sensing versus intuitive learning addresses how students connect with the information.

Visual learners remember best what they see-diagrams, flowcharts, films, demonstration; whereas, verbal learners learn better with words, written and spoken. Global learners take large steps with random understanding and suddenly “get it.” Global learners can innovatively solve problems and generate understanding but can’t always explain how they go to that understandingSequential learners need to gain new information in linear segments with each step progressing towards the next. They follow a logical set of steps that leads to understanding. Active learners learn by doing, prefer group work, and find it hard to sit in lectures without doing. Reflective learners need to think about the information and prefer to work alone. Sensing learners like to learn facts, solve problems with an established method, and like real world scenarios. Intuitive learners on the other hand, like discovering possibilities and relationships. They are also better at grasping new concepts, and tend to work faster and be more intuitive (Luke, 2005).

Learning ExperiencesIt was interesting to know that most of the concerns expressed by the respondents in

Sullivan’s (2001) survey were course design and teaching strategies specific. This knowledge should help developers of online courses become more aware of the importance of understanding learning styles and applying the appropriate course design strategies to make the online learner’s learning experience a positive one.

I think it is invaluable for potential instructors of online courses to take at least two online courses in order to gain the student’s perspective, and to experience and understand the differences between a learner friendly online course and a poorly designed one. The former should emulate the dynamics of a learning community environment similar to that of a traditional classroom, whereas, a poorly designed course will likely cause the student to feel like he or she is learning in isolation, similar to a snail-mail correspondence course.

The Learning EnvironmentInstitutional Support

Administrators should realize the importance of providing instructional design, training, and technical support to their online course faculty and staff. Administrators should view instructional support as a sound financial investment to ensure the longevity and sustainability of its distance learning programs. Poorly designed and facilitated courses would turn off learners;


consequently, causing high dropout rates, and resulting in expediting the demise of its distance programming in the competitive environment of higher education.

Similar to the University of Minnesota’s Video Network Services Web site (2002), I feel that all institutions should develop an online learning version of their interactive video networking Web site. The site will serve as an instructional resource to help faculty create a learning environment that is conducive for learners of all abilities. Examples of Web site content include tips on instructional design, interactive strategies, implementation skills, developing supporting materials, copyright issues, and a training video.

Dr. Sheryl Burgstahler (2002) highly recommended distance learning providers develop policies and procedures that assure their offerings meet legal requirements of Section 504 and Section 508 of the Rehabilitation Act, and the American Disabilities Act. This can be achieved by consulting with all stakeholders and legal experts, researching existing policies developed by other institutions, using Section 508 standards as a model, and appointing an individual or a department to monitor, communicate, update, and evaluate compliance. Training and support regarding accessibility issues should also be regularly provided. Burgstahler concluded by applying universal design principles to distance learning courses, learning can truly be made accessible to everyone, everywhere, at any time. I fully concur with Dr. Burgstahler. However, the challenge lies in educating and convincing upper administration to make this an institutional priority.

According to Kathleen Manzo (2002) in her article, “Avoiding E-class suits: balancing the rights of faculty and colleges,” it is also important for institutions to put in place policies regarding intellectual property rights. With multitude of opportunities to repackage and profit from materials developed online, she suggested that institutions involved in distance programming, should consider developing and negotiating ownership policies with their faculty members. I like the agreement option mentioned by Manzo (2002) which suggested that “faculty members who authored the course should have authorship with a non-exclusive license to the institution. The faculty member retains control of the work, while the institution can use the material, even when the course is taught by others.” A written policy can help alleviate some of the “noise” experienced by faculty members with regard to the issue of intellectual property rights.

Governmental SupportIt was revealed in the Web-based Education Commission report (2000) that educators are

poorly funded as compared to commercial entities. The ever-shrinking financial support from federal and state agencies is a disturbing and growing concern for all, especially those of us who are in education, and parents of children in need of an education. The financial crisis is a huge “noise” for all stakeholders in education. I am tired of the frenzy generated by our lawmakers about how we must consider raising this tax or that tax to handle our State’s budget deficit. I am especially disturbed when they use the “cut education funding” threats as the proverbial barrel over our heads. Giving up more of our hard earned dollars via taxes does not guarantee that we will not find ourselves in the same financial situation/crisis again if we, as taxpayers, don’t demand nor expect good stewardship and fiscal accountability from our government. I think the


best way we can individually control government support of education is by exercising our power to vote.

I think it is also important that when the funds do come our way, we are good stewards of these monies. It always frustrates me to find high priced smart classroom equipment unused by faculty members because they are not set-up to function properly. It is difficult to demonstrate and promote the benefits of interactive instructional tools to faculty members if they are not functional. Campus politics and red tape hinder training and learning effectiveness.

TechnologySeveral issues are associated with technology. The instructor must be equipped or have

easy access to hardware and software that will enable them to develop a learner friendly online course. It is not enough to just provide faculty members with professional development training opportunities and support. They must be able to return to their office and apply their newly acquired skills. Unfortunately, it is rather common for faculty to experience “noise” generated by antiquated, slow computers and outdated software. Since visuals clearly influence the learning experience of learners (Cohen, Ebeling, & Kulik, 1981), and online learning is a great medium to delivering content visually, it is critical that faculty members are given access to instructional and graphic software such as PowerPoint, Impatica, Photoshop, etc. High-speed internet access at work and at home is also crucial for the instructor to deliver course content, monitor communication and provide timely feedback to learners.

ResourcesI do not have an internet access at home and I am taking two online courses! I generally

use my lunch hour and the hour between 5pm-6pm to get onto WebCT to access discussions, course materials, etc. The ability to print out articles, PowerPoint presentations, and course instructions helped me tremendously. Although these are not exactly printed materials as discussed in our text, the fact that I can print out course materials and read them later help me with time management since I cannot be online whenever I need to be. I usually cut and paste the discussion questions in Word, type out my responses in Word, then cut and paste them into WebCT. I felt disadvantaged when one of my instructors did not have a printable version of his PowerPoint presentations. I learned that I can only print out a slide at a time with an unzipped .html version of a PowerPoint presentation. It would have been helpful if he had also given us access to the original PowerPoint file where I can print out up to 6 slides a page. This saves a lot of paper and money for students who do not have personal printers. I felt the “noise” and that I was in the second digital divide mentioned by Dr. Burgstahler.

The Course

Course content is the material to be learned or studied. It is one of four core components of the learning experience; the other being instructor, the learner, and the learning environment (Boettcher, 2003).

When Dr. Judith V. Boettcher, an independent consultant specializing in distance learning and the applications of new media, visited the University of Southern Mississippi in April, 2005, she emphasized that online course content must be well-structured in order to


maximize the value of online and instructional technology resources. She defined “structure” as “something arranged in a definite pattern of organization.” In the context of course content, structure means course organization that is clearly visible and in which concepts are presented clearly and precisely. According to Dr. Boettcher, online course content must be:

Semantically well-structured for instruction A good fit for a particular learner Technologically well-structured

Dr. Boettcher (2005) also shared with us the seven principles of learning developed by Arthur W. Chickering and Stephen C. Ehrmann. These principles gave me food for thought in the development and implementation of an online course. The seven principles state:

1. Good practice encourages contacts between learners and faculty2. Good practice develops reciprocity and cooperation among learners3. Good practice uses active learning techniques4. Good practice gives prompt feedback5. Good practice emphasizes time on task6. Good practice communicates high expectations7. Good practice respects diverse talents and ways of learning

SyllabusIn my opinion, the syllabus is the key to setting the tone of the course. It provides the

learner with the directional map and structure to navigate through the course, and clearly outlines course objectives, performance expectations, and desired learner outcomes. Key contents include course logistics, course policies, instructional activities, assessment information, and additional information, if any. It should be made available to the students no later than the beginning of the first day of class (Simonson, Smaldino, Albright & Zvacek, 2003). The syllabus is the first item I access when I enter an online course for the first time. I use the syllabus to establish and structure my own course schedule, inserting into my Corporate Time calendar, days and dates I expect to begin and complete assignments according to assignment deadlines. Knowing what is expected ahead of time also allows me to start identifying topics and gathering information needed for project assignments early on in the semester. In the event I encounter difficulties, I will still have time to make changes yet make the assignment deadlines.

Visuals Selection of proper letter size, font type, color and contrast, alignment, and capitalization

is critical to successful online visuals. San serif fonts are preferred with no more than three different fonts in a single display. The visuals must be legible. Recommended letter size for slides is 32-26 point font, with five words per line and five lines per pages (Simonson, Smaldino, Albright & Zvacek, 2003). In my experience developing PowerPoint training handouts, it is also important for instructors to use common fonts like Times New Roman, Arial, Helvetica and Courier. Computers without the rare fonts will automatically replace them with regular fonts and consequently, distort the visual aesthetics of the presentation.


Our textbook advised against using saturated colors like red for video presentations. Dark colors against a light background, or vice-versa is recommended. Left justified text seems to be most legible and for readability, it is advisable to use the proper font combination of upper and lower case(Simonson, Smaldino, Albright & Zvacek, 2003).

Line, shape, space, texture, value, and color are design elements. Balance, center of interest, emphasis, unity, contrast, and rhythm are design principles. Both design elements and design principles can be applied to create literate, effective visuals for online course presentations (Simonson, Smaldino, Albright & Zvacek, 2003). Lines and shapes provide visual direction to a learner. For example, I like to use oval shapes and arrows on screen captured images to encircle and direct learners to the object of focus, e.g., an icon to be clicked. Ways to emphasize the key element in a graphic using the above mentioned design elements and principles suggested by Simonson, Smaldino, Albright & Zvacek, 2003 include:

Use pointers, such as arrows Use color to emphasize Use large objects at the center of interest Use different shapes for the center of interest Use more elements of design to create the center of interest for a graphic and

fewer for less important elements

Printed or Printable HandoutsChapter Nine of our text indicated that printed materials can enhance and improve

teaching, learning, and managing distance education (Simonson, Smaldino, Albright & Zvacek, 2003). I agree with the authors. As a student who does not have online access at home, it is helpful to have printed materials or be able to print course materials for studying offline. I can take a printed handout to the beach while my daughter makes her sandcastles better than I can take my laptop. I won’t have to worry about sand and water ruining my laptop! Not to mention, I don’t have wireless internet access so the latter is just not possible! Printed or printable handouts will be very learner friendly to nontraditional female learners like me, a single parent without internet access because of its high cost. Printed or printable handouts allow a single parent like me to take advantage of the flexibility and convenience of online courses (Sullivan, 2001) without having to incur additional expense on home internet access.

Multimedia contentsA picture paints a thousand words! As we study learning styles, we learn that not all

learners acquire knowledge in the same manner. Some of us are auditory learners where we can focus on the instructor’s words and generally listen better. Some of us are visual learners where we need visual cues to help us grasp a concept. Some of us need the hands-on experience to complete our learning process. Web-based instruction is a great medium through which an instructor can incorporate multidimensional course contents, e.g., graphics, audio clips, interactive activities to meet various learning styles needs.

AccessibilityThe Center for Universal Design at North Carolina State University (1997) defined

universal design as “the design of products and environments to be usable by all people, to the


greatest extent possible, without the need for adaptation or specialized design.” It further elaborated that the intent of universal design is to simplify life for everyone by making products, communications, and the built environment more usable by as many people as possible at little or no extra cost. Universal design benefits people of all ages and disabilities.” Originated in the field of architectural engineering, educators discovered that the principles of universal design can be applied to distance learning courses where simple design course can be made to assure that a course is accessible to students and instructors with a wide range of abilities and disabilities (Burgstahler, 2002).

I accessed some of the resources cited by Burgstahler and found the Web Content Accessibility Guidelines 1.0 (W3C, 1999) a great reference document for accessibility principles and design ideas that can be incorporated into the development of an online course. There are fourteen guidelines; each consisting of a guideline statement, the rationale behind the guidelines, a prioritized list of checkpoint definitions for each guideline, and its conformance levels. The Web Content Accessibility guidelines statements include:

1. Provide content that, when presented to the user, conveys essentially the same function or purposes as auditory or visual content.

2. Ensure that text and graphics are understandable when viewed without color.3. Mark up documents with the proper structural elements. Control presentation with style

sheets rather than with presentation elements and attributes.4. Use markup that facilitates pronunciation or interpretation of abbreviated or foreign text.5. Ensure that tables have necessary markup to be transformed by accessible browsers and

other user agents.6. Ensure that pages are accessible even when newer technologies are not supported or are

turned off.7. Ensure that moving, blinking, scrolling or auto-updating objects or pages may be paused

or stopped.8. Ensure that the user interface follows principles of accessible design: device-independent

access to functionality, keyboard operability, self-voicing.9. Use features that enable activation of page elements via a variety of input devices.10. Use interim accessibility solutions so that assistive technologies and older browsers will

operate correctly.11. Use W3C technologies (according to specification) and follow accessibility guidelines.

Where it is not possible to use a W3C technology, or doing so results in material that does not transform gracefully, provide an alternative version of the content that is accessible.

12. Provide context and orientation information to help users understand complex pages or elements.

13. Provide clear and consistent navigation mechanisms – orientation information, navigation bars, a site map, etc. – to increase the likelihood that a person will find what they are looking for at a site.

14. Ensure that documents are clear and simple so they may be more easily understood.

I plan to be mindful of these guidelines as I design my WebCT course. It reinforces the K.I.S.S. (Keep It Simple and Succinct) principle and reminds me to be consistent in my layout


and design for ease of navigation. The guidelines also gave me the idea to the WebCT text boxes for context and orientation information to help users understand the page layout and information organization. I may not have the time or sufficient knowledge to create a fully universal design course but I plan on doing my best to develop a learner friendly course to students of all abilities.

In addition to accessibility in course design, the instructor must also be aware and not assume that all learners have equal access to resources (Simonson, Smaldino, Albright & Zvacek, 2003). For example, PowerPoint presentations are frequently used by instructors for online content delivery. However, since the home edition of Microsoft Office software does not include PowerPoint, not all learners have Microsoft PowerPoint software on their computers because it is relatively expensive to add on. Recently, a faculty member commented that these learners are just out of luck and they need to go to the computer labs to access the PowerPoint presentations. The consequence of such attitude is a learner unfriendly online course. There are instructional software such as Impatica which not only compresses the PowerPoint file size, making it accessible to learners with slow computers, but it will also allow learners to open up the PowerPoint files without having to have PowerPoint software on their computers. I think an instructor must adopt a learner focused attitude in order to develop a learner friendly online course.

SocializationThe authors, De Verneil & Berge (2000), suggested that Web Based Instruction (WBI)

capabilities such as discussions, chat sessions, email, listserv, etc. not only contribute to intellectual exchange and growth among learners, but they also support a social environment within the virtual community. Additionally, it is my observation that the instructor who also serves as the course facilitator, plays a pivotal role in creating a learner friendly virtual community versus one that makes a learner feel isolated.

This semester I am enrolled in two online courses. They are great examples of the two learning scenario mentioned above. The course, IT 650 is well facilitated with discussions and I felt in touch with both my instructor, Dr. Taralynn Hartsell, and my fellow course colleagues. Feedback is prompt and the discussion questions are well formulated in that we have to read our course materials in order to respond to the questions and the topics encourage continuous discussions. In my REF 601 course, there is no discussion or student introduction to facilitate communication between the learner and the instructor, or among the learners themselves. The former simulates a traditional classroom, whereas, the latter is structured like a snail-mail correspondence course where you learn in isolation. Needless to say, I felt I have benefited and learned more from the course with the learner friendly community than the one in which I have to struggle with the materials and course related frustrations on my own.

AssessmentI would have liked to have addressed the issue of course assessment and how to make

assessment learner friendly. However, due to time constraint, I am unable to read and reflect more on this topic. I am of the opinion, as mentioned by Shanna Luke (Shanna Luke, in her discussion at the PYCO workshop held on May 17, 2005) that assessment works best when it is ongoing and not episodic. It should reflect an understanding of learning rather than test taking


abilities. I often hear that faculty members are reluctant to teach online as they are concerned about academic integrity since it is difficult to monitor test taking online. However, it is important for faculty members to view assessment not as an end itself but a means to gauge learning progress and improvement. Our IT 650 group is in agreement that the students are only cheating themselves if they cheat on a test.

Conclusion

It is pertinent for institutions and their faculty to value the importance of developing learner friendly online courses. A learner friendly course can entice and encourage a learner to take more distance learning courses. When a learner, especially a nontraditional learner, can earn a degree without having to give up their family obligations and careers, and enjoy the socialization of a well-facilitated online learning community similar to that of a traditional classroom, it makes it easy for them to pursue a college degree online. This alternative education delivery method can potentially be the solution to institutions faced with shrinking budgets and physical space limitations. Because learner friendly online courses are very appealing to nontraditional students, institutions can extend their marketing and recruiting efforts beyond the walls of their institutions and traditional college-aged populations. The nontraditional market can represent increased enrollment and revenue for institutions of higher learning. Therefore, it only makes sense for institutions of higher learning to invest in professional development opportunities and to provide instructional design support for its online faculty.

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