Framework/Model

A FRAMEWORK/MODEL FOR ONLINE COURSE DESIGN

The quote (on the right) succinctly summarise the essence of any good learning experience—be it the traditional face-to-face classroom or online learning. So, how do you design effective learning experiences for the online environment that are meaningful and impactful?

The 'master key' to a successful online course boils down to getting the students engaged in the course. We will focus on ONE model (or framework) as an anchor to design for online learners' engagement and facilitation. This model, Community of Inquiry (CoI), has been widely accepted and deployed by many online facilitators with subtle modifications to suit the learning context of the course.

Selected Research-Based Frameworks

Using established frameworks for online course design and delivery can be useful in helping you to facilitate and achieve an effective online learning experience. There are several research-based frameworks/models specifically developed for engaging online learners. For the purpose of this module, I have selected a few models which I think are very practical and widely acceptable.

Are you familiar (or at least aware) of the following frameworks for learners' engagement in the online course? Submit your answer here.

The Community of Inquiry (CoI) theoretical framework (Garrison, Anderson & Archer, 2001)—this is perhaps the best-known and most researched approach to designing learning experiences for the online environment. It represents a process of creating a deep and meaningful (collaborative-constructivist) learning experience through the development of three interdependent elements—social, cognitive and teaching presence.
Gilly Salmon's Five Stage Model of Online Teaching and Learning—devised by Gilly Salmon (2011). The five-stage-model provides a framework or scaffold for a structured and paced programme of the so-called e-tivities. The five-stage-model offers essential support and development to learners at each stage as they build up experience and expertise in learning online. Watch this video for a quick overview of the model.
R2D2 Model—It is called the Read, Reflect, Display, and Do (R2D2) model (Bonk & Zhang, 2006). It is a highly practical framework for addressing diverse online learners’ needs. In 2008, the authors published a book on the R2D2 model titled, “Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, and Doing”. Download this paper to learn more.
TEC-Variety—The basic premise of this model is motivation—which is central to all things human. Bonk & Khoo proposed the TEC-VARIETY framework as a solution to the lack of meaningful engagement. The framework helps instructors focus on how to motivate online learners and increase learner retention. Using 10 theoretically driven and proven motivational principles, TEC-VARIETY offers over 100 practical yet innovative ideas. Download the FREE book.
Absorb-Do-Connect—this is a simple model of categorising learning activities according to the activities functional purpose. Created by William Horton (2006), this model is most useful in 1) providing a lens for instructors to be intentional about the variety and balance of activities provided in a course, and 2) building scaffolded activity sequences that require progressively higher-order thinking skills. You can find many examples of learning activities on Horton.com website (look for E-Learning Examples menu).

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