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Introduction
When the COVID-19 pandemic hit in 2020, schools and universities had to shift to online learning models. This rapid adoption revealed key differences from traditional in-person education. Three years later, online learning is one of the most popular learning methods. Online learning's popularity stems from its accessibility and flexibility, allowing learners to engage with educational content from anywhere with an internet connection. Creating engaging and effective online courses requires careful instructional design. Bill Pelz, a Professor of Psychology, provides three principles of effective online pedagogy (2010). Principle 1: Let the students do (most of) the work. The more time students engage with the content, the more they learn. Principle 2: Interactivity is the heart and soul of effective asynchronous learning. Principle 3: Strive for presence. Interacting with students is crucial, and being available to provide additional support for their courses is essential. Online courses can pose initial challenges, but learning success will be achieved by incorporating practice materials, organizing information effectively, and offering extra assistance to the students. Two models that can facilitate pedagogically effective online course creation are the Pedagogically Effective Online Instructional Design Model, which emphasizes multimedia use and timely feedback, and the Community of Inquiry framework, which cultivates teacher, social, and cognitive presences. These models can make online classes match or exceed traditional learning modalities for students.
Pedagogically Effective Online Instructional Design Model
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A pedagogically effective online instructional design model is an approach for developing and delivering online learning experiences based on educational principles. The design model adjusts the learning process by incorporating effective pedagogical strategies while considering the unique characteristics of online learning environments.
According to Chen (2015), The four main steps in the model include Identify, Select, Create, and Assess (p.1552).
·Identify: Establish instructional goals and learning objectives. Clearly define what the students need to know or be able to do by the end of the online course or module. Consider the unique affordances and limitations of online learning compared to face-to-face when determining appropriate goals.
·Select: Choose appropriate methods, strategies, and technologies that will help students achieve the instructional goals and objectives. Consider things like content delivery methods, opportunities for practice and application, assessments, and tools for collaboration and communication.
Create: Design the online instruction following pedagogical principles and best practices for online learning. Organize content in a logical sequence, chunk information into manageable pieces, build opportunities for interaction, incorporate multimedia, and develop authentic assessments. Provide clear instructions, support, and feedback.
·Assess: Evaluate the effectiveness of the online instruction. Gather data through assessments, observations, and surveys to determine if goals were met. Identify revisions to content, activities, and assessments to improve student learning outcomes. Reflect on what worked well and what can be improved.
Following these guidelines helps ensure courses have clear goals, measure student progress, apply evidence-based teaching methods, are logically organized, interactively engage learners, leverage user-friendly tech tools, provide learning support services, and meet accessibility standards. This creates an effective framework for learning experiences.
Chen (2015) discusses how the model for online course design has several advantages. First, it builds on established instructional design approaches, online learning models, teaching methods, and learning theories. For example, it emphasizes defining learning objectives and assessments before developing course content. Second, the model provides a clear conceptual framework to guide the development of online courses. It outlines a step-by-step process, including analyzing student needs, writing learning goals, creating assessments, developing instructional materials and strategies, and evaluating the instruction. The third advantage of this model is that it is flexible. Instructors can adapt the various instructional stages to meet the specific needs of their online courses. The Fourth advantage is that this model is learner-centered. Instructors must identify the learners' prior knowledge, characteristics, and learning environment to tailor instruction to student goals.
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Community of Inquiry
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While the Instructional Design Model focuses on course structure, the Community of Inquiry Model deals with the learning process. The Community of Inquiry model is a framework that defines the elements that are crucial for a successful educational experience in an online or blended learning environment (Garrison et al., 2000). There are three main parts - social, teaching, and cognitive. The social aspect involves making people feel connected. Teaching means designing and leading the course. Cognitive features build understanding through activities. When these three parts work well together, students learn better online. They can share ideas, discuss with one another, and build knowledge as a group. The model proves that online learning works best when students feel like a community.
Garrison, Anderson, and Archer (2000) discuss how This model describes how the intersection of social, cognitive, and teaching elements and their impact on student outcomes.
Social presence – The ability of learners to present themselves as “real people” in an online community through their personalities, relationships, and communication styles. Social presence helps create a safe and connected learning climate.
Cognitive presence – The extent to which learners can construct meaning and confirm understanding through course activities and reflection. It is about learners being able to understand what they are learning.
Teaching presence- Facilitating and directing cognitive and social processes to support meaningful educational outcomes. Teaching presence is established through course design, moderating discussions, and providing direct instruction.
The idea behind the model is that learning occurs through the interaction of these three core elements within an online community of inquiry. Together, all components support deep and meaningful learning and develop higher-order thinking skills. An educational experience should ideally incorporate all three presences to succeed.
Using Both Models
Using these models provides a multi-faceted approach. The Pedagogically Effective Online Instructional Model outlines practical content and layout decision guidance. At the same time, the Community of Inquiry model informs process-oriented choices regarding teaching methods, communication, and group dynamics. Educators can strategically structure their courses through Pedagogically Effective Online Instructional Design, considering clear learning objectives, multimedia integration, and interactive assessments. This approach ensures the online content is visually appealing and aligns with pedagogical principles, promoting effective learning outcomes. Additionally, the Community of Inquiry Model facilitates the creation of a collaborative and engaging online environment. The model encourages active participation and critical thinking by fostering meaningful interactions among learners, instructors, and the content. Both models allow teachers to construct online classes conducive to engaged student participation and practical learning. Together, these models provide a comprehensive guide for educators to design online courses that are not only technologically proficient but also pedagogically rich, enhancing the overall learning experience for students online.
Conclusion
As online education evolves, applying thoroughly researched design frameworks becomes essential. Integrating guidance from the Pedagogically Effective Online Instructional Design and Community of Inquiry Models offers a promising means of developing courses that actively involve and educate all virtual learners. Developing engaging online courses requires addressing both structural and instructional considerations. Their strengths provide a solid framework for creating interactive and goal-oriented online learning. Effective teaching strategies and organized course information are crucial for ensuring a positive online learning experience. As instructional designers, we must consider that online courses provide different in-person interactions than traditional classrooms. Some students may feel disconnected or require extra assistance navigating the online courses. While online education brings many benefits, it can also prove frustrating or confusing to those less familiar with digital platforms. Overall, providing students with adequate support allows us to better meet the needs of all learners in the virtual environment. Online learning may present unique challenges, but we can make it more accessible through thoughtful course design and guidance, which increases accessibility and offers solutions to those obstacles.
References
Chen, L. L. (2015, June). Pedagogically effective online instructional design model. 12345In EdMedia+ Innovate Learning (pp. 1551–1554). Association for the Advancement of 12345Computing in Education (AACE).
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based 12345environment: Computer conferencing in higher education. The Internet and higher 12345education, 2(2-3), 87–105.
Pelz, B. (2010). (My) three principles of effective online pedagogy. Journal of Asynchronous 12345Learning Networks, 14(1), 103–116.
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