Guidelines for developing an online learning strategy for your subject

Abstract

In the academics' quest for curriculum implementation of flexible learning and flexible delivery methods, the tendency is simply to reformat subject materials and learning strategies to fit the technology and present them thus online. Attention is too often focused on the technology rather than the educational underpinnings, which eventually leads to compromising both the students and the subject. A multifaceted approach, integrating technological, disciplinary and pedagogical expertise, was found essential in solving this problem. Using this approach and the experience gained during the conversion of a subject taught face-to-face through an online distance mode, this paper aims to focus on the processes that characterize the design and development of educationally sound online subjects. The guidelines include: identifying the target group, consideration of the five stages of developmental cycles, implementation of the subject, and evaluation. Favourable responses from participants, together with a 10% increase in graded passes, suggest that the guidelines are sound.

An innovative, interactive, self‐instructional, online alternative to replace a face‐to‐face respiratory control practical

“…A participatory action research model (Minasian‐Batmanian, 2002) was employed by a team comprising of an academic and a web developer. An already existing video of the rabbit practical, originally developed to reduce the need for animal experimentation, was used.…”

Surgical Education

“…Incorporating active learning in an educational website is not difficult, but it does require careful thought and planning (Minasian 2002). Developers need to combine established principles of curriculum development, adult learning and behavioural theory, along with principles of website design (Greenhalgh 2001).…”

Chinese students’ perceptions of a collaborative e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context

“…Minasian-Batmanian (2002) pointed at the critical role of computer expertise, access to technology, and motivation levels. Recent studies have extended previous research about the relations between student perceptions of e-learning environment and their learning outcomes (Ginns and Ellis 2007).…”