Guidelines towards the facilitation of interactive online learning programmes in higher education

Lydia Mbati,Ansie Minnaar

doi:10.19173/irrodl.v16i2.2019

Abstract

The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. <br /><br />Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students’ attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.

Highlights

There has been a proliferation of online learning courses offered by universities, and many other educational providers are in the process of implementing such courses
Models and guidelines exist for the facilitation of online courses in general (Ally, 2004; Moule, 2007: 37-50) and others for online learning that results in constructivist learning (Salmon, 2011)
This study explored the persons in his or her world in online learning in an open and distance learning (ODL) institution

Summary

Introduction

There has been a proliferation of online learning courses offered by universities, and many other educational providers are in the process of implementing such courses. This is a result of the creation of online platforms that establish new learning environments offering multidimensional learning possibilities (Chang & Tung, 2008:71–83; Tuquero, 2011:157–179). Online learning programmes ought to facilitate learning through social interactions. Feelings of social disconnectedness and lack of familiar teacher immediacy as well as the lack of interpersonal interactions have led to higher than average attrition rates in online learning programmes (Slagter van Tryon & Bishop, 2009:291)

Methods

Results

Discussion

Conclusion