Chapter 1: Online Course Design and Faculty Development

Brown, G., Meyers, C.B., Roy, S. (2003). Formal course design and the student experience. JALN 7(3), 66-77. http://www.aln.org/publications/jaln/v7n3/v7n3_myers.asp

The authors examine the collaboration between faculty and professional course designers at Washington State University and the impact that this work had on the student learning experience. The purpose of this study was to examine whether instructors exposed to the faculty development process were more likely to create technology-mediated learning environments which reflected effective teaching principles. Brown et al. (2003) go on to outline which principles of teaching have the greatest impact on learning. Based on their research they determined that the most important quality of good teaching practice is faculty-student interaction. This type of communication is also the basis for employing other principles of good practice. It is essential in facilitating the exchange of diverse points of view, for providing feedback on performance and for communicating high expectations. Regular interaction also provides the structure necessary so that students’ continue to focus their efforts on required tasks. A series of faculty and student surveys focusing on teaching and learning goals, activities and processes was used to systematically evaluate the use and impact of innovative teaching practices. The research findings suggest that faculty development programs which include pedagogical and technology training enhances the opportunities for interactions which lead to improved student learning outcomes.

This article was chosen because it demonstrates that systematic course design improves students’ opportunities for faculty-student interaction, student-student interaction, and other elements associated with best practice. It provides the rationale for why we employ an instructional design template to help faculty clearly articulate the strategies and technologies for online instruction. Engaging in this exercise gives them an opportunity to identify the types and frequency of communication they would like to occur and how these activities help them to achieve the learning outcomes.

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