In the early days of online learning, text was the primary medium of instruction. Now options abound, but finding the appropriate tools and using them effectively is another matter.

“The problem is that many instructors try to emulate what goes on in the face-to-face classroom without carefully considering learner characteristics or learning conditions,” says Steven Terrell, professor in the Graduate School of Computer and Information Sciences at Nova Southeastern University. “It becomes almost didactic in nature. Either they’re not aware of the multitude of new tools that are out there that can support different learning styles and course objectives, or they may be aware of them but don’t know how to use them or don’t have the time or money to be able to use them.”

Terrell recommends beginning with the learning objectives before deciding how to support the learners in reaching these objectives. These objectives may very well be identical to those in a comparable face-to-face course, but the way these objectives are addressed needs to suit the nature of the online environment and the learning preferences of a diverse group of students.

Designing courses to support diverse learners might mean presenting content in several formats. “Think of all the tools available first and as you’re developing the course objectives, and say to yourself, ‘Alright, if I’m going to have this objective, how can I present the material to the students so that it supports a given number of learning styles? In other words, how can I reach the broadest audience? How can I ensure that as many of my students as possible are supported?’”

Learner characteristics are influenced by several factors, including:
• Locus of control—Is the individual student in control of the learning or are there external forces in charge of what the student learns?
• Task orientation—Is the learner able to stay on task without going too far astray?
• Level of motivation—Is the learner intrinsically motivated or extrinsically motivated?

“Successful online learners are intrinsically motivated with an internal locus of control,” Terrell says. “They are task-oriented. They are independent. They are conceptual. Students who are intrinsically motivated are going to be successful most of the time. They are going to try their best because they want to succeed. A successful online learning environment is one that supports students who may not necessarily have those strong characteristics. They may be more extrinsically motivated. For those students who are more extrinsically motivated, you may need to give more feedback.”

Although he expected certain characteristics to have a dramatic effect on student success, Terrell found (at the graduate level) that there was no single preferred learning style that helped students to succeed in online courses. He speculates that high levels of motivation help dedicated students overcome some of their own shortcomings or those of the design of a course.

However, not all students have high motivation levels, and so the course needs to be designed to support all students and contribute to their developing intrinsic motivation. “The tools we choose should help a student become more task-oriented and more independent,” Terrell says.

The course elements you choose will depend largely upon what you know and what your institution will support. “Ideally, you will have some type of learning management system in place, something that manages the online environment and supports a variety of tools. Commercial products such as Blackboard and WebCT are relatively easy for instructors to plug in component parts. You can plug in the ability for students to blog. You can create synchronous communication. You can put quizzes and tests online. You can include learning objects, but that LMS has to be in place,” Terrell says.

Terrell provides several communication options for his students—email, telephone, chat, Skype (Internet-based telephone calls), and blogs.

“Wikis and blogs are very common these days. They’re really easy to set up and include in a class. They engage the students so they don’t feel divorced from the system. Some research shows that loneliness—the ‘it’s-me-against-the-world’ thing—drives away a lot of online students. Having communication tools readily available helps students. They’re working when you’re not,” Terrell says.

Terrell makes it a point to include a link to a digital library where students can do further research. He also includes podcasts and learning objects that students can use and practice over and over as many times as they want.

With all of the new resources becoming available, there is a danger of creating courses that have too many tools.

“Instructors can get carried away and include too much and students get lost. The instructor has to say, ‘Here’s the task, here are the students, here are preferred learning conditions. What tool can I use specifically to support that?’” Terrell says.

Contact Steven Terrell at terrell@nova.edu.

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