Running Head: EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING

Effective Course Design in Distance Learning Environments Richard A. Robinson Jr. Valdosta State University

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING Effective Course Design in Distance Learning Environments This literature review discusses the various research findings related to the effects that a well-designed and structured course has on student achievements in distance learning

environments. The definition of distance learning is any class conducted in the online format that students have continuous access to by utilizing a computer adequately linked to the Internet (Beqiri & Chase, 2010). What constitutes a well-constructed online course was determined to be one that is error-free, one that addresses all learning objectives and outcomes, and one that makes learning easier for the students while also being rewarding for the teachers (Lee & Rha, 2009). A well-designed online course also includes all related content such as class instructions, announcements, syllabus, grading rubric, assignments and due dates (individual and collaborative), discussion boards, chat areas, mailbox, help sections, and additional resource materials. The reference material used in this review relates to elements of distance learning such as instruction, course structure, interaction, delivery methods, and online communities (cohorts). All subjects included within the research were participating in online courses. The subjects were either university students taking for-credit classes at the undergraduate or graduate levels, or middle school teachers participating in a professional training program concerning school mathematics instruction. Literature Review One of the main contributing factors for student success within distance learning environments is the effectual design, structure, presentation, and instruction of the course. Recent research related to online course development has found that internal factors such as course design strategiesshould be prioritized at the course development stage in order to make the

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING course participatory and interesting and to keep learners engaged (Park & Choi, 2009, p. 215). In a related study, Hu and Gramling (2009) found that the way online courses are designed,

developed and administered is directly correlated with positive online student learning outcomes. These researchers further noted that for instructors to be effective they should be cognizant of the fact that many distance learners have little or no experience with this type technology and may require much assistance and support along the way (Hu & Gramling, 2009). The study also mentioned that facilitators should be aware that a percentage of these students might possess a beginner level technical and computer skillset. If this is the case then instructors should provide remedial support for these disadvantaged learners (Hu & Gramling, 2009). More proof for the importance of effective course design can be found in Walker and Kellys (2007) study of student satisfaction rates of online instructional methods. This study was conducted with 767 undergraduate and graduate students at the University of Oklahoma. The findings of this study stated that students reported being most satisfied with the freedom that online instruction afforded them, but were almost as equally satisfied with the structure and presentation of the course subject matter, the material that was included in the class, and the interactions they had with their instructors (Walker & Kelly, 2007). Other evidence for effective course design is located in a research study of 231 teachers by Russell, Kleiman, Carey and Douglas (2009). In this study, teachers participated in a welldesigned online professional management course in a self-paced versus a cohort-based online format. The researchers found that a significant percentage of the subjects reported positive satisfaction rates concerning the course material, the feedback from the instructor, and with the class in general. Further, the authors stated that the achievement rate for distance learners is not determined by the amount of interaction a student has in class, or with the instructor, but rather

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING

has more to do with the instructional design. The authors reiterated this notion by stating that the results revealed when online classes are constructed at optimal design levels, the need for student-student and student-teacher interaction is not necessary for success. In addition, Godwin, Thorpe, and Richardson (2008) concluded, in their experiment concerning the effects of interaction on distance learning outcomes, that the interaction component in online instruction is not directly correlated to student achievement. Further evidence for this can be found in Lee and Rhas (2009) study of course structure, interaction and student success. This research concluded that an effectual online class can replace the student-student and student-instructor dynamic especially when the material requires rudimentary and rote forms of learning (e.g. memorization). The authors also reported that even though a well-designed course can diminish the need for interaction in the distance format, learners may require a more interactive learning environment in order to increase critical reasoning abilities (e.g. fluid intelligence). Some researchers disagree with the belief that personal interaction is not a necessary component for student achievement in the virtual environment as other researchers have suggested. For instance, Chang and Smith (2008), in their experiment on the effects of online interaction as reported in the results of student satisfaction surveys, found that research about the implications of intearaction on student learning has identified that interaction positively affects students abilities to learn. Conversely, lack of interaction makes learning boring and difficult (p. 412). In support of this previous finding, Conrad (2005) found in her study of cohort-based online communities, that students in this context usually form an emotional bond to the program through the employment of student-student interaction and collaboration. The author further stated in her concluding remarks that students in the study reported that student-student

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING interaction was a necessary and extremely important part of their learning experience and that they appreciated and highly valued the camaraderie they shared with their fellow classmates. Other evidence for the inclusion of student interaction can be found in Garrison and Cleveland-Inness (2005) study in which they concluded that online instructors should design

courses that contain interactive elements to them but ones that are also intensive, stimulating, and that create valuable and relevant discussion boards. In their final summation, the authors stated that interaction should not be included in course design just for interactions sake, but rather it must be carefully structured and constantly facilitated in order for it to be effective. Conclusion The preponderance of evidence clearly points to the conclusion that online courses that are well structured, properly implemented, and professionally taught, may not require extensive student/student or student/teacher interaction in order for individual success to occur. As much of the research shows, interaction can definitely add to the virtual learning experience by attempting to foster a sense of academic community and camaraderie through discussion boards and collaborative assignments, but ultimately it may not be a necessary component for individual student achievement.

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING References

Beqiri, M., Chase, N., & Bishka, A. (2010). Online Course Delivery: An Empirical Investigation of Factors Affecting Student Satisfaction. Journal of Education for Business, 95-100. Chang, S.-H., & Smith, R. (2008). Effectiveness of personal interaction in a learner-centered paradigm distance education class based on student satisfaction. Journal of Research on Technology in Education, 40(4), 407-426. Conrad, D. (2005). Building and maintaining community in cohort-based online learning. Journal of Distance Education, 20(1), 1-20. Garrison, D., & Cleveland-Innes, M. (2005). Facilitating cognitive presence in online learning: Interaction is not enough. The American Journal of Distance Education, 19(3), 133-148. Godwin, S., Thorpe, M., & Richardson, T. (2008). The impact of computer-mediated interaction on distance learning. British Journal of Educational Technology, 39(1), 52-70. Hu, H., & Gramling, J. (2009). Learning Strategies for Success in a Web-based Course. The Quarterly Review of Distance Education, Volume 10(2), 123-134. Lee, H.-J., & Rha, I. (2009). Influence of structure and interaction on student achievements and satisfaction in Web-based distance learning. Educational Technology & Society, 12(4), 372-382. Park, J.-H., & Choi, H. (2009). Factors influencing adult learners' decision to drop out or persist in online learning. Educational Technology & Society, 12(4), 207-217. Russell, M., Kleiman, G., Carey, R., & Douglas, J. (2009). Comparing self-paced and cohortbased online course for teachers. Journal of Research on Technology in Education, 41(4), 443-466.

EFFECTIVE COURSE DESIGN IN DISTANCE LEARNING

Walker, C., & Kelly, E. (2007). Online Instruction: Student Satisfaction, Kudos, and Pet Peeves. The Quarterly Review of Distance Education, Volume 8(4), 309-319.