Internet Learning Volume 4, Number 1, Spring 2015 | Page 53

Internet Learning Journal – Volume 4, Issue 1 – Spring 2015
In conclusion, course designers who build clarity into their courses and focus on
ensuring all course elements are appropriate and relevant can build a better course from the
student perspective. Course designers are encouraged to incorporate the student perspective
into their course design. This may be accomplished by conducting student focus groups
and/or student pilots of the course, especially when making design decisions that impact a
group of courses within a program or institution. When making higher-level design
decisions (e.g., navigation menus, getting started exercises, interface design), it is best to
have a formal formative evaluation process that includes students/potential users as part of
that process (Aleckson & Ralston-Berg, 2011).
REFERENCES
Aleckson, J., & Ralston-Berg, P. (2011). MindMeld: Micro-Collaboration between
eLearning designers and instructor experts. Madison, WI: Atwood Publishing.
Allen, I. E., & Seaman, J. (2014). Grade change: Tracking online education in the United
States. Babson Park, MA: Babson Survey Research Group and Quahog Research Group.
Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Anderson, T. (October 2003). Getting the mix right again: An updated and theoretical
rationale for interaction. International Review of Research in Open and Distance
Learning, 4(2).
Brinkerhoff, J. & Koroghlanian, C. M. (2007). Online students’ expectations: Enhancing the
fit between online students and course design. Journal of Educational Computing
Research, 36(4), 383–393.
Chen, S. J. (2007). Instructional design strategies for intensive online courses: An
objectivist-constructivist blended approach. Journal of Interactive Online Learning,
6(1), 72-86.
Chitkushev, L., Vodenska, I., & Zlateva, T. (2014). Digital earning impact factors: Student
satisfaction and performance in online courses. International Journal of Information &
Education Technology, 4(4), 356-359.
Cohen, S. A. (1987). Instructional alignment: Searching for a magic bullet. Educational
Researcher, 16, 16-20.
Conrad, D. (2002). Engagement, excitement, anxiety and fear: Learners' experiences of
starting an online course. American Journal of Distance Education, 16(4), 205-226.
51!