Abstract
Distance learning or online education has increased significantly over the past decade to coincide with easy access to technology and the availability of multifaceted learning management system software that can be used to develop asynchronous educational experiences (Ginder et al., 2018). The increased demand for online education, as well as unprecedented circumstances (Covid-19 Pandemic) that require quick changes to instructional delivery alternatives, have resulted in many traditional face-to-face programs transitioning into online and hybrid (e.g., part online and part face-to-face) programs across curriculum content areas to attract and retain full and part-time learners (DuPont et al., 2018). Effective online instruction must be engaging and meaningful/relevant. Course authors and instructors in higher education must incorporate strategies to maximize student engagement to develop high-quality learning experiences in online environments (Fallahi, 2019; Weidlich & Bastiaens, 2018). This article discusses the application of varied strategies and instructional practices to help instructors in post-secondary educational settings enhance the quality of teaching and social presence in the online learning environment. The strategies addressed are connected to the teachers’ ability to integrate multifaceted learning goals into instructional planning and delivery in order to create effective online learning environments that may improve outcomes for students across settings and content areas (Dixson, 2015; Henrie et al., 2015; Moore & Shemberger, 2019).
Highlights
1.1 Introduce the ProblemOnline instruction is an unparalleled revolution, perfect for today’s digital citizenry and demands, for which enrollment has grown exponentially over the past decade with at least one-third of college students enrolled in one or more online classes (Ginder et al, 2018)
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The Web Content Accessibility Guidelines (WCAG) 2.0 guidelines are extensive, and many address issues best left to Instructional Designers (IDs) rather than teaching faculty
Summary
Online instruction is an unparalleled revolution, perfect for today’s digital citizenry and demands, for which enrollment has grown exponentially over the past decade with at least one-third of college students enrolled in one or more online classes (Ginder et al, 2018). Online learning provides educational experiences to traditional and non-traditional students managing multiple responsibilities with busy schedules as well as those in rural and developing communities. Students of lower socioeconomic status and/or living in rural communities can access learning programs using technology which is more readily available without being hampered by distance from the institution or instructor. In a world where social distancing is a relevant factor and time zone and physical distance are no longer relevant, the online classroom is a global possibility for learners seeking to learn new skills and advance career opportunities (Wynants & Dennis, 2018)
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