Where Do I Begin? Designing Online Learning Courses Which Work

Introduction

The convenience and flexibility of instruction may be compelling people to pursue distance learning opportunities; however, there are other motivations and incentives from an educational perspective (Allen & Seaman, 2007). Today, adults 18-72 are using the Internet not only for information, but also entertainment and socializing (Jones & Fox, 2009). Consider that the multitude of people engaged in informal learning via Internet searches, audio books, podcasts, and television programming highlights the fact that people of all ages seek learning opportunities when they have a critical need to gain knowledge and skills. (Berg, 2005; Christiansen, Johnson, & Horn, 2008; King & Sanquist, 2009; The Partnership for 21^st Century Skills, 2004; Simonson et al., 2009). Nonetheless, traditional educational institutions tend to ignore this fact in the scope and design of distance learning offerings.

Instead, informal distance learning opportunities may be on-demand, highly dynamic, and result in turning the tables on traditional formats. Therefore, people arrive at traditional learning spaces expecting more technology that they can control. Control and flexibility have become major characteristics of continuous information gathering, daily learning and entertainment; therefore they need to be included in distance learning. Fueled by the technological delivery of 24/7 global information, users expect to pursue academic studies with the same tools, convenience, and global reach as their work, entertainment, and social engagement (Allen & Seamen, 2007; Tapscott, & Williams, 2006).

One of the greatest challenges that arrives with ubiquitous technology may be that educational institutions need to set aside their preconceived notions of distance learning. In addition, they may also consider opportunities to reframe student-teacher relationships, traditional program study restrictions, and student responsibility, allowing for new models to emerge. When we are able to embrace what technology offers and learners seek, we become ready for an educational revolution. Moreover, if institutions are not able to embrace these opportunities, many educational leaders expect that learners will go outside traditional venues, and schools, colleges and universities will struggle with enrollments and income (Berg, 2002, 2005; Christensen et al., 2008; Simonson et al., 2009).

This article’s model of designing distance learning is built upon these critical premises. It provides a valuable introduction to envisioning, planning and designing distance learning courses which will sustain and advance academic integrity. Transforming learning with the capabilities of technology provides a robust environment for academics and learners to grow intellectually, creatively and responsibly.