Internet Learning Volume 4, Number 1, Spring 2015 | Page 52

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
sometimes feel isolating and best practices in online instruction emphasize the importance of
the instructor being “present” in the course (Garrison, Cleveland-Innes, & Fung, 2010; Shea,
Li, Swan, & Pickett, 2005; Swan & Shih, 2005). An instructor introduction is a key first step
in creating a sense of social presence in an online course.
CONCLUSIONS
The results of this study reveal two overall themes of what students value most in
their online courses. The themes encapsulate many of the criteria emphasized as important
by QM, as reflected in their rubric. Those responsible for designing courses (instructional
designers, faculty members, etc.) can benefit by keeping these ideas in the forefront of their
design process.
The first theme relates to “clarity.” When designing a course, reducing unknowns,
anticipating questions and trouble spots, and proactively addressing areas of concern during
the design process can help ensure a smooth student experience throughout the course.
Similarly, a well-designed course with a consistent navigational structure can also enhance
the student experience. It should be made very clear to students how/where to start in the
course and that clarity in navigation should continue throughout the course site. Another
way of promoting clarity that is viewed by students as essential to their success is setting
clear expectations, especially related to grading and evaluation policies. Rubrics that are
well-aligned to the objectives and student products can help to communicate evaluative
information clearly and concisely. Course designers can benefit from including the student
point of view in the design process and by conducting formative assessments prior to and
during the course being taught.
The second theme that emerged emphasizes that course elements must be
“appropriate and relevant.” Everything included in an online course should be there for a
specific reason. There should be no “busy work” or extraneous effort required. Online
students often have jobs, families and other responsibilities. It is important that everything in
an online course has a specific purpose and makes good use of student time. Ensuring that
there is strong alignment between instructional elements (learning objectives, learning
activities, assessments, resources) can help focus student learning and ensure the
appropriateness and relevance of instructional components. Similarly, being deliberate in the
use of tools, media and resources is important. The relevance and instructional usefulness of
the media is more important than the media itself. That is, adding video to a course does not
inherently increase quality; the video must be relevant, appropriate, and aligned with
objectives and activities to add value.
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