提高在线课程设计质量和学习者体验的最佳实践

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH Journal of Continuing Higher Education Pub Date : 2020-09-02 DOI:10.1080/07377363.2020.1776558
E. Lewis
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引用次数: 10

摘要

摘要20多年来,我一直在各种类型的组织工作,担任高等教育管理员、顾问和质量问题同行评审员。我的一些职责包括领导所有在线课程的教学、设计、开发、交付和维护。本文的目的是介绍在过去20多年中不断出现的一些在线课程内容、教学设计和技术挑战。这些挑战与内容不符合iNACOL、虚拟学习领导力联盟或课程设计和其他最佳实践的质量问题标准有关。一些挑战与没有提供有关:(a)课程概述;(b) 明确、适当和可衡量的结果;(c) 具有文化包容性的材料、图像和其他资源,旨在支持不同学习者的学习需求;(d) 无障碍在线课程;(e) 吸引学习者的多种方式;(f) 包含指令;(g) 与学习成果明确一致的评估和准则;以及(h)从一个课程到下一个课程的用户界面体验的一致性。本文还根据国家标准和其他提高在线课程质量和学习者体验的最佳实践,提出了提高在线课程设计过程质量的建议和建议。
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Best Practices for Improving the Quality of the Online Course Design and Learners Experience
Abstract For over 20 years, I have worked for various types of organizations as a higher education administrator, consultant, and Quality Matters Peer Reviewer. Some of my responsibilities consisted of leading the instructional, design, development, delivery, and maintenance of all online courses. The purpose of this article is to present some of the online course content, instructional design, and technology challenges that have continued to emerge over the past 20-plus years. The challenges were related to content that does not align with the iNACOL, Virtual Learning Leadership Alliance, or Quality Matters standards for course design and other best practices. Some of the challenges were associated with not providing: (a) a course overview; (b) clearly stated, appropriate, and measurable outcomes; (c) culturally inclusive materials, images, and other resources designed to support the learning needs of diverse learners; (d) accessible online courses; (e) multiple ways to engage learners; (f) inclusive instructions; (g) assessments and rubrics that clearly aligned with learning outcomes; and (h) consistency in the user interface experience from one course to the next. This article also presents recommendations and suggestions to improve the quality of the online course design process based on national standards and other best practices for quality improvement of online courses and learners’ experiences.
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来源期刊
Journal of Continuing Higher Education
Journal of Continuing Higher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
8.30%
发文量
0
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