A systematic process of creating online instructional content that includes analysis, design, development, implementation, and evaluation (ADDIE). Effective instructional design consists of a team approach including at minimum a subject matter expert (teacher) to identify content to be taught and an instructional designer to create the design and delivery of the content from the subject matter expert. Additional members can include multimedia and technology specialists, evaluation experts, and additional subject matter experts to review content.
Published in Chapter:
Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education
Kevin P. Gosselin (Texas A&M University, USA),
Maria Northcote (Avondale College of Higher Education, Australia), Kristi D. Wuensche (Texas A&M University, USA), and Trudy Stoddard (Tabor College of Higher Education, Australia)
Copyright: © 2017
|Pages: 24
DOI: 10.4018/978-1-5225-0968-4.ch008
Abstract
Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.