Some evolving models

Robin Mason - Models of online courses
(ALN Magazine vol2, issue 2 - October 1998)
 

Based on several years experience of developing, delivering and refining online courses (mainly CMC-based):

- states it is 'useful to begin to define the online educational world if only for others to redefine for themselves'.

Most online courses have all or some of 3 main elements:

• asynchronous group and individual messaging
• access to course materials
• real-time interactive events.

Use of industry-standard software and interfaces reduces time spent in courses on training in system technicalities (make it easy for the learner to use - unless maybe learning to use particular software is the educational aim).

Should we expect spontaneous, dynamic discussions in online environments? (how often do we see it in classrooms?) - experience shows that role of the moderator is critical

Assessment procedures for online courses are not well-served by offline models - suggests that 'reusing material should be viewed as a skill to be encouraged, not as academic plagiarism to be despised'.
 

Online course models:

1. content and support - course content delivered as print or webpages, plus tutor support via email or computer conferencing - supports courses where content will change little between iterations - online component may be only 20% of study time.

2. wrap around - tailor-made online materials (study guide, activities, discussion) which wrap around existing materials (textbooks, CD-ROM, resources, tutorials) - online component 50% of study time - favours resource-based approaches.

3. integrated - collaborative activities, learning resources and joint assignments - heart of course is online discussion and interaction - contents fluid/dynamic and may be determined by what resources the students locate - creation of a learning community.
 

Raises issues including:

• collaborative work - handling reluctant participants; build on advantages of technologies
• rolling intake versus cohorts - 'just-in-time' education with consequences for administrative systems
• tutor workload (and payment!) - structure for students to work within; tutors' facilitation skills
• student motivation - incentives to participate
• sustainable models - cost-effective, long-term solutions as opposed to short research projects; scalability.

Implications of new learning environments:

• break down the distinction between teacher and taught
• collective construction of the course.