Abstract
The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course “packaging” and prototyping, and “choreographed” delivery. It also calls for evaluation. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University.
Highlights
The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning
This paper argues that the best path to an effective asynchronous learning network (ALN)-based course is through a requirements-driven discipline that recognizes the uniqueness of ALN-based delivery
It’s necessary to adopt more rigorous course requirements and design, development, delivery, and evaluation features that recognize the uniqueness of the ALN-based instruction. (See Fig. 1)
Summary
The best path to effective asynchronous learning network (ALN)-based course design, delivery and evaluation is through a requirements-driven methodology that recognizes the uniqueness of ALN-based learning. The methodology calls for the identification of purposeful and functional requirements, the identification of pre-course, early-course, mid-course and end-course activities, course “packaging” and prototyping, and “choreographed” delivery. The paper presents the methodology in the context of an actual course, a Systems Analysis & Design course offered asynchronously at Drexel University
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