Online learning and curriculum

1. Online Learning and
Curriculum
Emtinan Alqurashi
Elif Gokbel

2. Thinking question
How can we enhance learning?
Are teaching tools effective?

3. Park, Crocker, and Nussey (2010)
Wikis
Learning style preferences
Learning style Instruments

4. Thinking question
How can we create effective online learning
environments?

5. Bangert, (2005)
Where the study comes from:
-The importance of student evaluations for instructor in a traditional face to
face course
-Chickering and Gamson's (1987) Seven Principles of Effective Teaching: (1)
student faculty contact, (2) cooperation among students, (3) active learning, (4)
prompt feedback, (5) time on task, (6) high expectations, and (7) respect for
diverse talents and ways of learning.
-Inadequate student evaluation instruments for evaluating constructivist-based
online teaching effectiveness
-The Student Evaluation of Online Teaching Effectiveness (SEOTE)

6. RQ & Methods
"Does the SEOTE represent seven
distinct instructional dimensions as
suggested by Chickering and
Gamson's principles of effective
teaching framework?”
-undergraduate and graduate students (n = 498)
enrolled in fully online (70%) and blended classes
(30%) across the various disciplines
-Student responses were collected from: A six-
point likert scale ranging from Strongly Agree (6)
to Strongly Disagree (1) and following an open-
ended question

7. A question to peers:
As a higher education scholar, would you suggest Chickering and Gamson's
framework as a guide for evaluating the quality of instruction associated with
online courses? Why.

8. Thinking question
How do we support learners?

9. McLoughlin (2002)
Do we need learning supports?
Why do we need learning support?
•Constructivist learning

10. Key elements of learning support:
•Social support
•Task support
•Peer support

11. 10 dimensions of learner support
1.Goal orientation
2.Adaptability
3.Accessibility
4.Alignment
5.Experiential value
6.Collaboration
7.Constructivism
8.Learning orientation
9.Multiple supports
10.Granularity

12. Thinking question
Are online courses effective?

13. Seok, DaCosta, Kinsell & Tung (2010)
Purpose of the study:
-Increased number of online courses in the US
-Various delivery methods of instruction
-A comparison between instructors’ and students’
perceptions of the effectiveness of online courses

14. RQ
● Research Question 1: Are there significant
relationships between students’ and instructors’
perceptions of online course effectiveness and
students’ and instructors’
demographic characteristics (i.e., gender, age,
native language, major, educational level,
technology skill, and learning experience)?
● Research Question 2: Are there significant
differences between students’ perceptions
and instructors’ perceptions of online
course effectiveness?
The components of course
effectiveness:
flexibility, user interface, navigation, getting started,
technical assistance, course management, universal
design, communications, online instructional design,
and content
Participants: 193 instructors and 141 students

15. A question for peers:
As students who experience online learning,
what would be your perception about the
effectiveness of online courses in learning?

16. Braun (2008)
-Student desire for flexibility
-Peer interaction
-Adequate satisfaction with online instruction and course content
-Possible re-enrollment in online courses

17. End of presentation