In this talk, which will be co-presented by a student on the programme and the programme co-ordinator, we will discuss experiences on an online postgraduate course from both the student and co-ordinator/designer perspectives. ... [ view full abstract ]
In this talk, which will be co-presented by a student on the programme and the programme co-ordinator, we will discuss experiences on an online postgraduate course from both the student and co-ordinator/designer perspectives. Issues around the delivery of a fully online Master’s degree programme, which caters for the professional development needs of participants, many of whom are in fulltime employment and with other commitments, are outlined. These include the optimum structure of the programme for online delivery, and the benefits and drawbacks of asynchronous and synchronous delivery formats. In addition, particular tools for the promotion of online enquiry-based learning and critical thinking are discussed, including the use of wikis and discussion fora and the degree to which these should be moderated by course lecturers/tutors (Reinders 2012), as well as their value in facilitating a co-operative mode of learning. Also, we discuss the issue of assessment on the online programme with a focus on particular online assessment instruments, for example, online quizzes and presentations and the assessment of discussion fora contributions. Essential elements for the creation and fostering of a cohesive and collaborative online community which encourages open communication and risk-free expression (Garrison & Arbaugh 2007) are considered. Specifically, the benefits of a student Facebook group, virtual study groups, synchronous interactive tutorials and even such practicalities as the use of camera on live webinars are deliberated with perspectives from both students and programme co-ordinator.
KEYWORDS: online teaching and learning; online assessment; online community; online course design
References
Garrison, D. R., & Arbaugh J. B. (2007). ‘Researching the community of inquiry frame-work: Review, issues, and future directions’, Internet and Higher Education, 10, 157–172.
Reinders, H. (2012) ‘Blended and online instruction’, in Burns, A. and Richards, eds., J. Guide to Second Language Pedagogy, Cambridge: Cambridge University Press, 287-294.
Online Education (teaching, learning & assessment) , Further Education and Training
