November 2004 — Exclusive

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Guidelines for Selecting Quality K-12 Online Courses

By Dr. Patricia Deubel

Is a learning model evident? Have research on learning theory and Universal Design for Learning been used to inform the online course development?

Selecting a learning model appropriate for the nature of course content is a first step in instructional design. Courses can either be self-paced or designed around a set schedule and calendar. They can be synchronous or asynchronous, or a combination of the two. Berman and Pape (in Russo 2001) believe that scheduled, asynchronous courses best meet the demands of high school settings, have higher completion rates than self-paced courses, and offer more opportunities for participation and increased thoughtfulness of student responses than synchronous courses. Schools must also understand the nature of their students, just like the Cincinnati Public Schools in Ohio . They redesigned their initial Virtual High School program to give it the stability and structure of traditional classrooms, while offering computer-driven lessons and self-paced schedules. Principal Steve Hawley said his school learned that most students need rigid deadlines, human interaction and positive reinforcement to succeed. The result seems best for their at-risk and high-achieving students who do not fit in regular schools because of families, jobs, social issues or boredom (Anglen 2003).

Cognitive-based learning models for an asynchronous learning environment include apprenticeship, incidental, inductive, deductive and discovery. The apprenticeship model is used when presenting concepts procedurally. The incidental model is based on presenting events to introduce concepts and provoke questions. An inductive approach introduces concepts using a set of specific examples that pertain to a broader topic area, whereas a deductive approach encourages learners to identify trends through presentation of broad data. The discovery method is inquiry-based (Sonwalkar 2001).

“Knowledge of both cognitive and learning theories is essential to quality instructional design and delivery” (SREB 2001). Designers might use strategies from Keller’s ARCS (attention, relevance, confidence, satisfaction) model to enhance motivation, apply Reigeluth’s Elaboration Theory to layer information, create authentic simulations using Merrill’s Instructional Transaction Theory, build instructional events using Gagné’s learning hierarchy, and use scaffolding strategies to help individualize instruction (Deubel 2003a).

The online K-12 course should appeal to various learning styles (SREB 2000; Fulton 2002). Designers might apply Universal Design for Learning (UDL), which provides a framework for individualizing learning in a standards-based environment through use of flexible materials and methods (Rose and Meyer 2002). UDL is based on Vygotsky’s three conditions for learning: the recognition system, the strategic system and the engagement system (Pisha and Coyne 2001). Successful teaching and learning requires the interaction of all three neural systems. Successful application of UDL means that electronic materials have built-in options to increase accessibility of content for learners who might differ greatly in their abilities to “see, hear, speak, move, read, write, understand English, attend, organize, focus, engage, and remember” (NASBE 2001).