Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education

Koszalka, Tiffany A.; Ganesan, Radha

doi:10.1080/0158791042000262111

Cited by 76 publications

(35 citation statements)

References 8 publications

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“…Blackboard) make it easy for instructors to lose sight of alignment, given the automaticity of using templates and drop down tools. Often, instructors are ill informed of ways to effectively use the features present in CMS (Koszalka and Ganesan 2004). Instructors can learn ways to use technology to create instructorÁlearner, learnerÁlearner and learnerÁcontent interactions to promote deeper levels of knowledge (Fabry 2009).…”

Section: Research In Learning Technologymentioning

confidence: 99%

A review of predictive factors of student success in and satisfaction with online learning

Kauffman

2015

Research in Learning Technology

398

241

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Students perceive online courses differently than traditional courses. Negative perceptions can lead to unfavourable learning outcomes including decreased motivation and persistence. Throughout this review, a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners will be examined including learning outcomes, instructional design and learner characteristics, followed by suggestions for further research, and concluding with implications for online learning pertinent to administrators, instructors, course designers and students. Online learning may not be appropriate for every student. Identifying particular characteristics that contribute to online success versus failure may aid in predicting possible learning outcomes and save students from enrolling in online courses if this type of learning environment is not appropriate for them. Furthermore, knowing these learner attributes may assist faculty in designing quality online courses to meet students' needs. Adequate instructional methods, support, course structure and design can facilitate student performance and satisfaction.Keywords: online learning; learner characteristics; instructional design; online learning outcomes Advances in technology, including the internet, have affected the delivery of education across the world. Online learning is growing at an incredible rate. The Sloan Foundation annual report, Going the Distance: Online Education in the United States 2011, reported that over 6.5 million students enrolled in at least one online course during 2010 with 31% of post-secondary students taking at least one online course (Allen and Seaman 2011). While there has been an increase in this method of delivery, it is still relatively new. The present review will examine a broad range of factors that affect performance and satisfaction within the online learning environment for adult learners. Much research has been done examining traditional models of delivery (i.e. classroom); extensive information regarding the online classroom is still emerging. According to Moore and Kearsley (2005), online learning has typically been the chosen method for working adults aged 25Á50. Online education offers a convenience and flexibility that traditional face-to-face classes cannot, especially important for those learners balancing work, school and family. Almost all courses nowadays have some online component, often using web-based technology to facilitate delivery of course

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Section: Research In Learning Technologymentioning

confidence: 99%

A review of predictive factors of student success in and satisfaction with online learning

Kauffman

2015

Research in Learning Technology

398

241

View full text Add to dashboard Cite

show abstract

“…The rise of synchronous and asynchronous computermediated communication (i.e., e-mail, threaded discussion, synchronous chat) combined with the integration of a structured learning management system environment has been mistakenly hailed by some as the panacea for developing quality online learning (Koszalka & Ganesan, 2004). Reminiscent of the Clark (1994) versus Kozma (1994) debate, the battle of media versus instruction rages as educators and designers make decisions about the appropriate implementation of various media and communication technologies within the development of online learning environments.…”

Section: Introductionmentioning

confidence: 99%

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

Rhode

2009

IRRODL

122

108

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This mixed methods study explored the dynamics of interaction within a self-paced online learning environment. It used rich media and a mix of traditional and emerging asynchronous computer-mediated communication tools to determine what forms of interaction learners in a selfpaced online course value most and what impact they perceive interaction to have on their overall learning experience. This study demonstrated that depending on the specific circumstance, not all forms of interaction may be either equally valued by learners or effective. Participants differentiated among the various learning interactions available and indicated that informal interactions were as important as formal interactions in determining the quality of the online learning experience. Participants also reported the activity of blogging as being equally valued and in some ways superior to instructor-directed asynchronous discussion via the discussion board in a learning management system.

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“…This is often due to the fact that course developers include extra options and resources simply because they can. To help prevent this from happening, Koszalka and Ganesan (2004) developed an instructional design taxonomy to help course developers strategically align LMS features with the teaching and learning goals of the course. The underlying principle of the taxonomy stipulates that course developers think strategically when designing the course to ensure that materials and features provided map directly to supporting course learning outcomes.…”

Section: Figure 1 Delivery Mode Continuum and Interaction Typementioning

confidence: 99%

“…Unfortunately, this abundance and variety of content does not always benefit students. Some online courses suffer because the sheer quantity of educational resources provided to the student does not align with course learning objectives (Koszalka & Ganesan, 2004). This is often due to the fact that course developers include extra options and resources simply because they can.…”

Section: Figure 1 Delivery Mode Continuum and Interaction Typementioning

confidence: 99%

Student Interaction with Content in Online and Hybrid Courses: Leading Horses to the Proverbial Water

et al. 2013

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Permutations of traditional and online learning are rapidly advancing along a blended continuum, prompting conjecture that learning and e-learning will soon be indistinguishable. As variations of blended learning evolve, educators worldwide must develop better understanding of how effective interaction with course content impacts engagement and learning. This study compares patterns of access to instructional content in online and hybrid courses offered at a regional university in the United States. Frequency counts and access rates were examined for course content in four categories: core materials, direct support, indirect support, and ancillary materials. Observed results were echoed in responses to a survey of students, who reported selectively accessing course content based upon perceived likelihood of positive impact on performance. Implications for course design are myriad.

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Designing online courses: A taxonomy to guide strategic use of features available in course management systems (CMS) in distance education

Cited by 76 publications

References 8 publications

A review of predictive factors of student success in and satisfaction with online learning

A review of predictive factors of student success in and satisfaction with online learning

Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences

Student Interaction with Content in Online and Hybrid Courses: Leading Horses to the Proverbial Water

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