A course is designed to not only impart knowledge to the learner, but equally important is the engagement of the learner in the experiences associated with learning the new information. This may include interactive activities within the learning environment, formative assessments, summative assessments, and other forms of simulated and real experiences around the focused learning objectives that may be competency-based or capability-based.
Published in Chapter:
Relational Discourse Connects Strength, Weakness, Opportunity, and Threats in Online Course Design: Designing Motivational Collegial Engagement
Copyright: © 2023
|Pages: 37
DOI: 10.4018/978-1-6684-4533-4.ch007
Abstract
Online learning environments are a vulnerable space, for learners as well as for course instructors. Online environments are frequently pre-designed spaces in which traditional and non-traditional learning experiences occur, removing the natural ability to pivot and shift the instructional process that is naturally occurring within traditional face to face learning environments. Recognizing this, the importance around course design towards learner engagement and underlying motivational supports become stronger imperatives. The authors come together as instructors, learners, and instructional designers, to discuss the experienced strengths, weaknesses, opportunities, and threats towards motivational collegial engagement in online course design. An aligned Unalome reference supports the progressive journey of motivational collegial engagement, from beginnings of motivational engagement through the path that leads into collegial engagement and future potentials.