Hear from Prof. Tamara Phillips Fudge
Just a scant twenty years ago, formal learning over the internet may have seemed relatively new and maybe even a little haphazard. Porter (2004) wrote about building student communities in online classes, celebrating diversity, keeping lines of communication open, and necessitating a strong network for students to receive help with course concepts and technical issues. Faculty also were said to need support networks in the form of "best practices, examples, models, research, and teaching tips" (Porter, 2004, p. 232).
In those early years, people worried about improper behavior on course "bulletin boards" and "flaming," and Porter (2004) even suggested that students should feel comfortable sharing personal information in online classrooms, a practice that could actually be quite troublesome. The world has learned a lot in this score of years, including what works well and what can lead to negative consequences; it is an ever-changing balancing act.
Learning in The New(est) Era
This was all said well before the Covid pandemic, of course. Starting in March of 2022, the face of learning changed drastically from a mere 39% college faculty approval of online coursework (Lederman, 2019) to the absolute necessity to teach online so learning could continue safely and with as little disruption as possible. Online learning, the latest development in formal learning outside the classroom since 1728 when shorthand lessons were offered through the mail (Gershon, 2020), is now an accepted model. The strengths lie in scholastic-based foundations and robust technical structures – and leadership.
Since today's online classroom has evolved well beyond what might have been imagined in those previous decades, students now work through a myriad of activities, including threaded discussion boards, live webinars, individual and team assignments, interactive modules, an occasional quiz, use of various software, and ongoing communication with the instructor. Online libraries supply reading materials and videos demonstrate ideas, and Learning Management Systems are deployed to hold and help manage information and grades.
The variety of activities in the online classroom allows for student reflection and critical assessment of course content, and can appeal to a sense of belonging and feeling valued (Kingsley & Mihai, 2023). Bader et al. (2024) adds that appropriate visual design is also important, as is accessibility and the need for strong IT support. Fudge and Ferebee (2021) mention that some students may lack adequate devices and internet connectivity, another of the checks and balances to consider.
Helpful – and Essential – Resources
Addressing these manifold requirements means schools have quite a bit of work to do. Each institution may have set some minimum parameters but new ideas and shared practices can go a long way to ensure that all needs are met. Having some solid resources is an excellent first step.
The Scopus-indexed IGI Global book,
Curriculum Development and Online Instruction for the 21st Century (ISBN:9781799876533), has seventeen chapters that can help curriculum designers and faculty members get a strong start with online courses – or to enhance those already in existence to meet these needs. Subjects include student engagement, webinar best practices, tools and grading rubrics, and other challenges such as assisting deaf and hard of hearing students, dealing with plagiarism and procrastination, using virtual reality, ensuring multiculturalism and diversity are included, and getting started with modules and design frameworks. Expert faculty from four continents contributed to this volume to present useful, strong ideas to assist in delivering quality learning online.
My co-editor Susan Shepherd Ferebee and I each have at least two decades of experience teaching online and writing curriculum, following many years in traditional classrooms. We heartily recommend this book to both veteran and new course developers and faculty who share the quest to keep online classes fresh, inviting, and ultimately excellent student experiences!
About the Editors
Tamara Phillips Fudge is a full-time professor in the graduate technology programs at Purdue University Global. She has won fellowships and awards for innovation and teaching, and has taught a wide variety of topics, including web development, human-computer interaction, systems analysis and design, and those featuring documentation, diagramming, problem-solving, and presentation. Her career started with music degrees from Indiana University and Florida State University. She sang opera, oratorio, and in recital; her compositions have been heard on Public Radio, at various universities, and at a state choral convention. She taught vocal and choral music, piano, pedagogy, foreign language diction, opera production, music theory, composition, and related courses in the traditional college classroom for 20-odd years. For 7 years, she was a weekend correspondent for the Quad-City Times (Davenport, IA). Following a brief stint as an agent/registered representative selling life and health insurance and variable products, she returned to school with a keen interest in technology and has since distinguished herself in online teaching, coordination of large projects, and curriculum development.
Susan Ferebee earned her Ph.D. in Information Systems at Nova Southeastern University in Ft. Lauderdale, Florida. She also has an Executive Juris Doctorate from Concord Law School and has a Masters in Educational Psychology from Purdue University Global. She is a faculty member in the School for Business and Information Technology at Purdue University Global and has also served as a consultant with more than 25 years of experience working directly with organizations and higher education institutions. Susan has published many peer-reviewed articles. Her current research in progress includes studies on service learning, artificial intelligence adoption, personal cybersecurity behaviors, and the influence of interpretive communities on persuasion. Susan also served as a guest editor for a special issue of the International Journal of Conceptual Structures and Smart Applications. Susan serves as an Editorial Review Board member for the International Journal of Cognitive Informatics and Natural Intelligence. She is an active presenter at international and national conferences. Susan has received numerous teaching and outstanding contributor awards and has been awarded several research grants.
References
Bader, J. D., Friesen, N., Lowenthal, P. R., & Snelson, C. (2024, March 22). Visual design in online course development: Exploring instructors’ experiences and challenges.
Quarterly Review of Distance Education, 25(1), 35–48.
Fudge, T. P. & Ferebee, S. S. (2021, July). Preface: 21st Century education and new perspectives. In T. P. Fudge & S. S. Ferebee (Eds.),
Curriculum development and online instruction for the 21st century (pp. xv-xxii). IGI Global.
https://doi.org/10.4018/978-1-7998-7653-3
Gershon, L. (2020, April 13).
Three centuries of distance learning. JSTOR Daily.
https://daily.jstor.org/three-centuries-of-distance-learning
Kingsley, T., & Mihai, A. (2023, December 21). "A great way to connect": Using flip to promote connection and a sense of belonging in online courses.
Journal of Teaching and Learning with Technology, 12, 12–17.
https://doi.org/10.14434/jotlt.v12i1.36315
Lederman, D. (2019, October 30).
Professors’ slow, steady acceptance of online learning: A survey.
Inside Higher Ed.
https://www.insidehighered.com/news/survey/professors-slow-steady-acceptance-online-learning-survey
Porter, L. R. (2004).
Developing an on-line curriculum: Technologies and techniques. Information Science Publishing.
Disclaimer: The opinions expressed in this article are the author’s own and do not reflect the views of IGI Global.
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