Provost Initiative

Course Delivery Models

While many factors influence the quality of learning environments, the key to online teaching and learning lies in facilitating interaction and group participation (SALMON, 2005). Successful delivery of an online course requires that well structured and focused activities are executed and reflected on. To ensure the quality of a course, it is necessary to provide students with an active environment that establishes and maintains the following three modes of interaction:

  1. Student to course content
  2. Student to instructor
  3. Student to student

.(Vygotsky 1978, Pask 1975, Moore 1992, Roblyer 2003).

Thus, the success of a quality online course is highly dependent on a well supervised environment that revolves around the student.

Moving towards a student-centered model requires refocusing the role of the instructor as a guide in student learning and the role of technology as a tool to empower students and facilitate collaboration (Swan 2002, Mager 1997). Among best practices for eLearning are: 1) the need for interactive course design (Chickering & Gamson 1987, Chizmar et al 1999, Swan 2002, Rovai 2002), 2) consistent communication between student and instructor (Vygotsky 1978, Pask 1975, Moore 1992, Mager 1997, Roblyer 2003), 3) student accountability in assessments (Somervell 1993, Graham 2001, Muirhead 2005), 4) peer interaction geared towards critical thinking (Vygotsky 1978, Bruner 1985) and, 5) community building (Parker 1999). These best practices impose requirements for instructional design and course delivery. Most notable is the inverse relationship between student to instructor ratio and the quality of instruction. Specific benefits and challenges that arise from each model are presented below.

Model Details

Details for each of the models, including supporting literature can be found in Course Delivery Models (PDF)

Model Synopses

 

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