Module
4: Designing and Delivering DE using Technology (Week's 4-5)
As
I look back over the reading and discussions from this module, there is no
question in my mind that technology plays a fundamental role in the design and
delivery of distance education curriculum, especially for online courses. During our class discussions we talked about
the issue of everyone having access to the technology; but access to technology
that works is even more important. The
best course design and development will be de-railed quickly if the website is
easily overloaded and slows down, susceptible to viruses, does not work well
with multiple types of software, or crashes constantly. Having reliable, redundant, and compatible
technology should be the first issue of concern.
Other
issues warranting attention by instructional designers and faculty include how
the course appears to the students and faculty within the learning management
system. Course designers should ensure
there is a uniform fit and feel.
Students (and faculty) shouldn’t have to feel like they are starting
over each time they take a new course.
Other issues include identifying specific learning objectives/content
and how technology can be used to enhance content and student learning. Another concern is identifying the time requirements
of assignments/projects for the students and faculty and ensuring there is
enough course time present to complete them.
Finally, concerns over the handling and management of group projects, conflict,
and assessments/evaluations must be considered before designing and developing
a distance education course.
Probable
one of the most important concerns for course designers and developers is being
able to create a “sense of community” and “presence” in the virtual
classroom. This applies equally to both students
and faculty. Since there is no physical
presence in distance education, Web 2.0 technologies such as discussion boards,
blogs, wikis, and social networking tools can be integrated into the curriculum
to help overcome the challenges associated with community and presence. According to Collins,
Weber, Zambrano (2014) it is critical for students to know and feel that there
is a real professor teaching the course and he/she is available and responsive
to the students.
Reference:
Collins, D., Weber, J., & Zambrano, R. (2014). Teaching
business ethics online: Perspectives on course design, delivery, student
engagement, and assessment. Journal Of Business Ethics, 125(3),
513-529. doi:10.1007/s10551-013-1932-7
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