The Rewards of Effective Curriculum Design for Online Learners

The Rewards of Effective Curriculum Design
for Online Learners

Copyright © 2003
By Diane Howard, Ph.D.

World Association of Online Education

The most significant catalyst for change in education has been the development of the World Wide Web. Consequently, there has been a major shift from teacher-centered learning to student-centered learning. The teacher is no longer the primary source of information for the student who now has access to indefinite sources of information. The role of the teacher has moved from that of sage on the stage to that of guide on the side. The student no longer depends primarily on the perceptions of the teacher but develops his/her own ideas and constructs his/her learning from multiple sources. More than ever before students are being encouraged by effective online curriculum and instruction to be independent, life-long learners who are skillful in communication and collaboration.

Although strategies for teaching have changed, the process of developing curriculum for onsite and online learning is fundamentally the same. Curriculum is a plan for learning that includes targeting a student population, conducting a needs assessment, and writing a mission statement. It includes developing goals, objectives, content, teaching strategies, and assessment tools. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Working through a process of asking and answering who, what, where, why, when, how questions is essential in designing and developing curriculum.

Who are the students or the audience in online learning? Adult online students share the following characteristics: independent pursuit of continuing education, motivation, high expectations, self-discipline, older than average students, and a serious attitude toward learning (Palloff & Pratt, 1999). Many international online learners have a basic knowledge and use of the English language. (However, instructors need to write clearly, succinctly, and avoid sarcasm, analogies, cultural references, or language that can easily be misinterpreted.) The educational needs of online students are often for practical training through e-mediated instruction. They often are older, professional students whose schedules and/or locations do not permit easy access to on-site training.

A review of online educational literature reveals that most online courses Web sites include syllabi pages with course goals, objectives, requirements, procedures, policies, schedules, required materials, and contact information. They can also provide pages for announcements, resources, links, message board, digital drop boxes, and student pages. Online instructors function more as facilitators or moderators than as traditional teachers Collison et al (2000). Student learning is active, "authentic," and more than passive memorization and reciting (Howard, 2002). Rubrics that outline how individual and group postings, assignments, and papers are to be evaluated are usually available on online course Web sites.

A review of online educational courses also reveals that in many online courses student inquiry is at the center of learning, not the teacher. The instructor facilitates and moderates the course. The learning community is especially significant. Students participate in interactive, collaborative, participatory activities. Participants are involved in authentic learning, problem solving, critical thinking, decision making, and online projects. Small classes are broken down into smaller groups. Students are required to be familiar with minimal technologies (Howard, 2002).

A review of online educational course models reveals that goals for online learning are demonstrable and objectives are measurable. Modules often include two major components: basic information with links to resources and activities, assignments, and discussion questions that students can complete in approximately thirty minutes or less. Rubrics that specifically outline how individual and group postings, assignments, and papers are to be assessed are usually available on online course Web sites.

In onsite and online teaching there is a tendency to develop learning activities prematurely. There is tendency to avoid mission statements and planning assessments until the end of the process. However, the order of the process of curriculum development is significant. The students must be identified, their needs should be assessed, and measurement evaluation ought to be considered early in the process. Goals, objectives, content, and teaching strategies should be carefully developed and aligned. Alignment is critical in curriculum development from purpose and philosophy, to goals and objectives, to content and activities, and to assessment and evaluation. Curriculum design involves working through a process of asking and answering who, what, where, why, when, how questions.

Effective online courses are often designed for small class sizes and are divided into smaller working groups. The instructor functions as a facilitator or moderator with a constructivist or inductive approach. In this process the student constructs his/her meaning as the instructor guides, facilitates, or moderates the learning. Student inquiry is at the center of the educational process. Students are often involved in interactive, collaborative, participatory project or problem-based learning. More than ever before students are being encouraged by effective online curriculum design to be independent, life-long learners who are skillful in communication and collaboration.

References

Collison, G. , Elbaum, B., Haavind, S ., Tinker, R. (2000) Facilitating online learning: Effective strategies for moderators. Madison: Atwood Publishing.

Howard, D. (2002) Enhanced by Technology, Not Diminished. McGraw-Hill.

Palloff, R, Pratt, K. (1999) Building learning communities in Cyberspace. San Francisco: Jossey-Bass.