Online Course Development Foundations ✓ Solved

Online Course Development Foundations

This activity is the first step in a four-part series of assignments that will guide you through the process of creating a three-lesson eLearning course. In this series, you will choose the topic of your 3-lesson course and work through the essential steps to incorporate it into a Learning Management System (LMS). Here in Week 6, you will plan the foundation of your course.

Choose a topic for your 3-lesson course, and answer questions in a worksheet about the main components and goals of your course, your learners, learning outcomes, which learning theory will be applied in your course, and motivational strategies. Download the Online Course Foundation Plan Worksheet. Answer the six questions in the worksheet, and then submit the completed document.

Describe your online course, including a minimum of three course goals. Describe the target learners of your online course, highlighting a minimum of three distinctive needs or challenges faced by online learners. Develop six relevant, meaningful learning outcomes for your course. Propose the primary learning theory applied to ensure students achieve the outcomes, providing a rationale for the chosen theory. Propose three ways to motivate students in the online environment, providing a rationale for each. Include 3-5 credible, scholarly sources using (SWS) format.

Paper For Above Instructions

Creating an effective eLearning course involves meticulous planning and execution, particularly in the foundational stages. For this project, I have chosen "Digital Literacy for Online Learning" as the topic for my three-lesson course. This course aims to equip students with the essential skills required to navigate online learning environments successfully, ensuring that they can effectively use digital tools and resources.

Course Goals

The goals of the "Digital Literacy for Online Learning" course are as follows:

• Develop Essential Digital Skills: To ensure that learners can confidently use online tools and resources, including Learning Management Systems (LMS), communication platforms, and basic productivity software.
• Enhance Information Literacy: To empower students to locate, evaluate, and utilize digital information responsibly and effectively.
• Foster Critical Thinking and Problem-Solving: To encourage learners to apply critical thinking skills in assessing digital content and solving technical challenges encountered during online learning.

Target Learners

The target audience for this course consists primarily of adult learners who are new to online education. They often face several challenges including:

• Technological Proficiency: Many learners may not have prior experience with digital tools, making it difficult for them to navigate online platforms.
• Time Management: Adult learners often juggle multiple responsibilities, which can hinder their ability to engage fully with online courses.
• Self-discipline: Online learning requires a significant degree of self-motivation and discipline, which can be challenging for some students.

Learning Outcomes

Upon completion of the course, learners will be able to:

1. Demonstrate proficiency in using LMS tools to participate in online discussions, submit assignments, and access course materials.
2. Evaluate the credibility of online sources and utilize relevant information ethically in their coursework.
3. Effectively apply time management strategies to balance coursework and personal obligations.
4. Employ critical thinking skills to assess the quality of digital content and solve basic technical issues.
5. Formulate a personalized online learning plan that incorporates their unique learning styles and goals.
6. Engage in collaborative learning by effectively communicating and sharing resources with peers in the online environment.

Learning Theory

The primary learning theory applied in this course is Constructivism. According to Piaget (1972), constructivism posits that learners construct knowledge through experiences and reflections. This theory is well-suited for an online course as it encourages learners to engage actively with content, collaborate with peers, and draw upon their personal experiences to enhance understanding. By facilitating interactive assignments and discussions, learners can build upon their knowledge through social interactions, ultimately leading to deeper learning outcomes.

Motivational Strategies

To foster motivation among students in an online environment, the following strategies will be implemented:

• Gamification: Incorporating game-like elements, such as quizzes with badges and leaderboards, can enhance engagement and motivate learners to achieve course milestones.
• Social Presence: Creating opportunities for peer interaction through discussion forums and group projects can cultivate a sense of community, encouraging learners to feel more connected and invested in their course.
• Personalization: Allowing learners to choose project topics and assignments can increase ownership of their learning journey, making the content more relevant and motivating for them.

References

• Piaget, J. (1972). The Psychology of Intelligence. Routledge.
• Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
• Schunk, D. H., & Zimmerman, B. J. (2012). Intrinsic and Extrinsic Motivation. In D. H. Schunk & J. A. Zimmerman (Eds.), Self-Regulation of Learning and Performance (pp. 3-23). Routledge.
• Gonzalez, N. (2020). Implementing and Assessing a Flipped Classroom. The Journal of Effective Teaching, 20(1), 62-82.
• Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press.
• Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. Routledge.
• Reiser, R. A., & Dempsey, J. V. (2012). Trends and Issues in Instructional Design and Technology (3rd ed.). Pearson.
• Engström, M., & Boström, J. (2017). Learning Design and Digital Literacy: A Study of Transformative Spaces. Education and Information Technologies, 22(6), 2751-2765.
• Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112.
• Huang, Y. M., & Chang, H. C. (2017). Learning Styles and Adjusted Online Learning Environment. Computers & Education, 115, 213-227.