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UNIT
1: Introduction to Online Courses
Unit Overview
This unit introduces the
basic concepts contained in online course development, explains
the roles of teacher, student, mentor, support staff in this model.
It also provides a rationale for the rise in the need for e-learning,
whether for training or in a university degree program.
Unit Objectives
At the end of this unit, the student
will be able to
- Describe and explain the reasons
for the rise in popularity of online courses;
- Describe at least five elements
that constitute an effective online course;
- Explain the way that learning
takes place in an online course;
- Describe the way that learner
and teacher roles differ in online learning as compared with
traditional approaches to learning;
- Explain the advantages that a
good online course offers to various types of learners and instructors.
Why E-Learning?
E-Learning has become the delivery
method of choice in universities and corporations because of the
fact that it provides significant cost-savings to the learner, as
well as convenience and enhanced access. Many e-learning programs
involve web-based learning, either synchronous ("live") or asynchronous
("click&play on-demand"). Although the approaches vary
widely, many are patterned after computer-based learning, which
relied on "skill and drill" repetitive activities. While this
method is effective in achieving certain types of learning, the
best approach for adult learners involves interaction with a mentor/instructor,
as well as from classmates, if possible.
What should a good online course
do?
- Provide a clear presentation
of the subject matter, with sufficient materials to constitute
appropriate content.
- Create a supportive environment
for the instructor to be both mentor and guide.
- Present material that allows
an understanding of the underlying principles and conceptual
framework for the course material.
- Allow the student to develop
an ability to apply concepts and theory to problems and tasks
relating to the subject.
- Guide students in appropriate
and useful ways to organize and classify the knowledge presented
in the course.
- Guide learners in strategies
for synthesizing knowledge for applications in collaborative
endeavors.
- Guide learners as they develop
their own ideas about the course material, and create a supportive
environment for learners to explain ideas and approaches to
their mentor/instructor, who guides them to further development.
- Develop critical thinking skills,
facilitated by mentor/instructor.
- Develop effective and creative
problem-solving skills, facilitated by mentor/instructor.
- Guide learner in appropriate
methods for conducting research and evaluating the validity
and/or intrinsic merit of found resources, particularly as applied
to the course material and objectives.
- Make connections between course
material and material found in independent research associated
with the course.
- Make connections between course
content, learning objectives, and one's own life experiences
(scaffolding).
- Make connections to establish
relevancy of course content and learning objectives with one's
own past, present, or future career, academic and professional
goals.
- Engage learner on number of levels
- intellectual, emotional, analytical - to encourage intellectual
risk-taking in a supportive environment.
- Encourage understanding of subject
matter through a number of learning styles, with activities
that involve active learning and interaction with images, text,
discussions, collaborative learning, independent research, synthesizing
activities (final projects, etc.).
Additional Reading
http://www.beyondutopia.net/pug
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