There is usually an outline of the content to be delivered, broken down into chapters or modules. If you are teaching someone how to do something, it makes sense that the content would be delivered in the order you want your students to do it and grouped into logical steps.
Depending on the content you plan to deliver, your chapters or modules may be arranged differently. The key is to group content into logical chunks that are easy to consume. There is typically an overview or introduction at the beginning of the course and a conclusion or summary section at the end.
Checks for understanding like quizzes or questionnaires are usually spread throughout the course so students can track their progress and ensure they are retaining the information. If students find that they are getting questions wrong on module quizzes, they can go back and rewatch or re-read certain parts of the module. Online classes are delivered in various ways, and many online programs use a mix of video, images, text, and audio to deliver information.
Online learning requires self-discipline and self-motivation, so having plenty of short, engaging videos and a mix of media will ensure that students of all learning modalities will stay engaged with your content. Since the main objective of online courses is to teach a new skill or provide knowledge, some course creators will require students to take quizzes after each chapter or module to ensure they are ready to move on to the next part of the course.
There are many ways to assess learning, but most students are familiar with short quizzes and periodic checks for understanding. Providing assessments and checks for understanding is crucial for you as a course creator, too. You will be able to review the data and see where you may need to go more in-depth with a topic or where you may need to break the information down into smaller chunks.
If you see a pattern of many people struggling with the same sections, you may want to revisit those areas to see if your delivery is precise. If you are marketing towards professionals looking to sharpen their skills, there are plenty of places you can look for your ideal online student.
Many online classes are advertised on online course marketplaces like Udemy , Skillshare , and Coursea. This page highlights accelerated courses' advantages in a later section. Although many online courses run asynchronously to provide maximum scheduling flexibility, some require learners to collaborate with peers at set times or meet with a professor during virtual office hours.
Prospective students should research these requirements before signing up for an online course. Many prospective students overlook the cost advantages of online classes.
Although online learners may pay the same per-credit tuition rate as on-campus degree- and certificate-seekers, they do not pay for on-campus housing or meal plans. Learners also save time and money by eliminating a commute.
Other cost savings include cheaper textbooks, especially if online learners can purchase digital versions. As long as online learners take enough credits to qualify as part-time students, they can apply for federal financial aid programs, such as grants and loans. Most colleges also allow online degree- and certificate-seekers to apply for institutional aid, including need-based grants and merit-based scholarships. With the ability to study anywhere, online learners can complete coursework at home, a coffee shop, or a library.
This advantage of online learning allows students to work in the environment that best suits them. As new online degree- and certificate-seekers research different places, they should focus on those that offer a reliable internet connection and few distractions. Another factor to consider is space requirements, as some facilities' tables may lack the space for a computer and reference materials.
Before taking an online course, learners should understand three terms that can define the online learning experience. The first term, asynchronous, refers to a course that does not hold scheduled meetings. Students complete work at convenient times but must still meet assignment deadlines. The second term, synchronous, describes the opposite of asynchronous. Like on-campus courses, synchronous online courses maintain set meeting times where the professor instructs learners over Zoom or another video conferencing service.
Lastly, accelerated refers to courses that last fewer than 16 weeks. Can online lessons replace in-school time? Clearly online time cannot provide many of the informal social interactions students have at school, but how will online courses do in terms of moving student learning forward? Research to date gives us some clues and also points us to what we could be doing to support students who are most likely to struggle in the online setting.
The use of virtual courses among K students has grown rapidly in recent years. Florida, for example, requires all high school students to take at least one online course. Online learning can take a number of different forms. Often people think of Massive Open Online Courses, or MOOCs, where thousands of students watch a video online and fill out questionnaires or take exams based on those lectures.
Most online courses, however, particularly those serving K students, have a format much more similar to in-person courses. The teacher helps to run virtual discussion among the students, assigns homework, and follows up with individual students. Sometimes these courses are synchronous teachers and students all meet at the same time and sometimes they are asynchronous non-concurrent. In both cases, the teacher is supposed to provide opportunities for students to engage thoughtfully with subject matter, and students, in most cases, are required to interact with each other virtually.
Coronavirus and Schools. Online courses provide opportunities for students. If students fail algebra, they may be able to catch up during evenings or summer using online classes, and not disrupt their math trajectory at school. So, almost certainly, online classes sometimes benefit students. Jessica Heppen and colleagues at the American Institutes for Research and the University of Chicago Consortium on School Research randomly assigned students who had failed second semester Algebra I to either face-to-face or online credit recovery courses over the summer.
Students assigned to the online option also rated their class as more difficult than did their peers assigned to the face-to-face option. Most of the research on online courses for K students has used large-scale administrative data, looking at otherwise similar students in the two settings. Both studies found evidence that online coursetaking was less effective. This essay is the fifth in a series that aims to put the pieces of research together so that education decisionmakers can evaluate which policies and practices to implement.
To suggest other topics for this series or join in the conversation, use EdResearchtoPractice on Twitter. How can students who enrol in online courses in the fall know they are receiving a good educational experience? What are some of the qualities of a good online course? A good online course is informed by issues of equity and justice. This may take many forms. In practice, it may mean a diverse and intersectional reading list.
It may mean that open educational resources are prioritized over expensive textbooks. A good online course is interactive. Courses are much more than placeholders for students to access information. A good online course provides information such as readings or lecture videos, but also involves interactions between professor and students and between students and students.
Interactions between professor and students may involve students receiving personalized feedback, support and guidance. Interactions among students may include such things as debating various issues or collaborating with peers to solve a problem.
0コメント