ENHANCING QUALITY IN ONLINE LEARNING Nadeosa Conference Durban University of Technology 8-9 July 2015 Dr Ephraim Mhlanga

Introduction Aim of presentation -share considerations to be made in online course design & delivery. Analyse different components of online learning. Use online evaluation tool drawing from different evaluation instruments by internationally reputable organizations: (EADTU, QM) - Course design - Course activities - Assessment - Technology Conclude by highlighting expert views on online experience.

Course Design Course has clear learning outcomes that are appropriate to the level of study and the content. Teaching and learning and assessment methods encourage achievement of the course aims and outcomes. Course design encourages active learning and collaboration. The course is easily navigable and navigation is clearly indicated. Students provided with clear picture of what will be involved in taking the course & expectations that will be placed on them.

Course Activities Course activities are designed in such a way that they are aligned with course outcomes. Have clearly defined objectives, encourage active learning and cover different levels of cognitive skills. Examples of such learning activities could be assignments, quizzes etc. Course activities provide a clear learning pathway learners have to follow to meet the course outcomes

Learning spiral Content to frame activity (based on existing knowledge and experience) Learning Activity (reading/ thinking /doing) Guided Reflection on activity (discussion of issues raised in activity) Learning Pathway New knowledge / ideas … leading to new activity… New activity Guided Reflection on activity (discussion of issues raised in activity) … leading to new knowledge / ideas … leading to new activity… New activity

Learning Pathway Learning pathway - an integration of appropriate content (learning resources), learning activities, guided feedback on activities, and linked assessment activities, all of which enable the student to achieve the specified outcomes of a course

Assessment Course assessment designed in such a way that it is aligned with outcomes Has clearly defined objectives Covers different levels of cognitive skills Upfront information on how students will be assessed on the course. Timely feedback should be provided on assessment tasks

Technology The technology used in teaching and learning is appropriate, up to date and readily accessible to students and staff. The type of technology used is guided by the pedagogical approach of the provider. Wherever possible, a range of technologies like forums, chats, wikis and blogs used to support learning and these technologies appropriate for the pedagogical approach chosen

Technology There is seamless integration of the different multimedia elements in the course. Internal and external hyperlinks are provided and they are always active

Gilly Salmon’s stages of online learning High Low Level of interaction between learners Access & Motivation Online Socialisation Information Exchange Knowledge Construction Development SALMON’S FIVE STAGE MODEL More responsible for own learning, critical thinking, self-reflection thinking, independent learning Getting to know one another & establishing online identity Engaging with course material, sharing information, identifying useful information Actively learning & participating in discussions, beginning to construct knowledge Gaining access to system: setting up usernames & passwords, becoming familiar with course Encourage critical thinking. Give space & opportunities to own the learning space Encourage all learners to contribute, ask reflective questions, summarise discussions Provide guidance on appropriate & effective use of discussion space, encourage participation Provide opportunities for interaction, encourage sharing of identities Provide support, technical assistance and welcome. Provide rationale for online learning tools

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