What works in online learning? It’s got to be easy to use and easily affordable, writes William Wade, dean of Online Learning at West Kentucky Community & Technical College in Community College Week and the League for Innovation in Community College’s Learning Abstracts, December 2011.
Consistency is key, writes Wade.
Common menu labels, consistent syllabus procedures, and uniform teacher-student communication policies help students move from one course to another.
For example, testing should be labeled “testing” in all courses, not “quizzes” or “assessment” or “evaluation.”
Creative presentation with on-demand content also is important.
Faculty have added games, puzzles, videos, live audio sessions, and animation to their formats. They have introduced themselves with back-porch videos, animated Voki comments, and on-screen fireworks. . . . What does not work is last year’s lecture from last century’s notes. Standing in front of a class physically or virtually and reciting course material from decades ago won’t make it, and neither will adding that material to an online class.
Success online courses engage students by letting them create and share ideas and analyze real-world applications of what they’re learning, Wade writes.
The biology class that tests the water in a local river or creek or the composition class that studies political speeches for logic and significance are the ones that move the student forward.
Money matters, but so does quality, Wade writes.
So many quality tools are available free or for a minimal cost that students no longer need to pay hundreds of dollars for software or textbooks.
Mobile learning using the iPhone, iPad, Blackberry, Zune, and 3G and 4G networks is increasingly important. Students want flexibility and multiple ways to access material.