Abstract
The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were “award-winning” and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were, a) authentic and relevant course materials that connect to practice, b) the use of multimedia resources c) student creation of digital content individually and collaboratively d) students’ reflection on learning and e) the instructor’s explanation of the purpose of activities, technologies and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaged in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.
Highlights
The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were award-winning and the differences between expert and novice online instructors
Guidelines and frameworks have been developed at the local, state, and national levels to ensure the quality of online courses (Baldwin & Trespalacios, 2017; Baldwin, Ching, & Tsu, 2018; Brown, Lewis, & Toussaint, 2018), and awards for excellence in online course design and teaching have been instituted by established professional organizations
This paper focuses on the insights of experienced online faculty who have won such awards for exemplary online course design and teaching to identify what course elements contributed to winning an award, and to understand what distinguishes expert online instructors from novice online instructors
Summary
The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were award-winning and the differences between expert and novice online instructors. Award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. The RASE model was developed to assist faculty in designing for student-centered, technology-integrated learning environments For such learning environments to be effective, all four elements are required, but the central focus must be on the design of learning activities rather than on the digital resources; resources should become mediating tools for faculty as they facilitate learning, provide support for learners, and evaluate learning outcomes (Churchill, 2017a, 2017b; Churchill, King, & Fox, 2013).
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