6 Questions to Ask About Course Delivery in Online Programs
When it comes to earning a certificate or degree through online learning, it's essential that students ensure they are receiving the same quality of education as they would in person, experts say.
Still, a number of elements distinguish online education from face-to-face learning, and experts say that particularly holds true for the ways in which course content is delivered and presented to learners.
When students are researching potential online programs, they should understand how the course instructor will use learning management systems and other technologies to enhance the overall educational experience, says George Kroner, an enterprise solutions architect at University of Maryland University College, which offers online degrees and certificates.
"A learning management system is really just an empty shell," says Kroner. "What really matters most is how the institution is taking advantage of the technology they have to provide the ideal experience and optimal outcome for students."
Read about [the four basic components of an online course.]
Experts say prospective students assessing the quality of an online program should consider course delivery and structure as major factors in their decision. They can find this information by looking at school websites, speaking with faculty or alumni, and if the option is available, demoing or previewing the platform. In the process of doing their research, they should ask these questions.
1. How often and how much will students interact with the instructor and other students? Whether it's through video conferences, discussion forums, email or social media, the ability to interact with others is crucial in an online program, experts say.
"Universities, programs and courses should make sure that online learning is not the proverbial 'lonely experience,' that the course is designed and taught in such a way that students are really connected to content, to the instructor and to each other," said Mary Burns, a senior learning technologist at the Education Development Center, a nonprofit organization, via email.
For Natasha Patterson, who is currently pursuing a Ph.D. in higher education leadership through Capella University, an online, for-profit school, communicating with other students through Blackboard's discussion board feature was an integral part of her experience.
"Because everybody had a different background and came from different places all over the country, it helped us to kind of see different ways to do different things and learn from them at the same time," Patterson says.
2. Is course content live, self-paced or both? When researching an online program, students should consider how course content is packaged and delivered, Kroner says. This may include understanding whether it entails live or self-paced learning, or a combination of the two. It's then up to the student to determine what's right for them, he says.
Decide between [live or self-paced online classes.]
"Some of it is just learner preferences and instructional preferences," Kroner says.
3. Is course content delivered only online, or is there an in-person component? Rob Cohen, president and COO of 2U, an educational technology company that partners with universities for online learning, also suggests that students be aware of whether there's an in-person requirement, particularly in fields that require real-world experience such as nursing and teaching.
For instance, Patterson, the Capella University student, had to attend a few face-to-face sessions as part of her Ph.D. program.
"Doing the residential piece where we had to meet three times in person helped with really connecting to people we saw online," she says.
4. Is asynchronous content engaging and interactive? When it comes to asynchronous material, which students can access on their own schedule, students should ensure that it's interesting and well developed, Cohen says. This could include video, for example, or other interactive features that take advantage of modern technology.
"The content should be designed for the media," he says.
5. Is the content available across multiple platforms? In the 21st century, it's important for students to be able to retrieve their course materials on a variety of technological platforms -- whether it's a laptop, cellphone or tablet device, experts say.
"You never see younger students not on their smartphones," says Kroner. "They're constantly engaged on their device. That doesn't necessarily mean learning is happening, but it probably does mean you need to support that form factor as a university."
Learn about [the increased use of mobile apps in online programs.]
When 2U develops online programs with a partner institution, for example, it also creates an app through which students can access course content, Cohen says.
6. Is it clear what students will learn from a course? It's essential that students understand what they are expected to get out of an online course, says Jennifer Sparrow, senior director of the Teaching and Learning with Technology division of Pennsylvania State University's Information Technology Services.
"Being able to point and say, 'This is what I should be able to do at the end of this course' should be incredibly important for any learner," Sparrow says.
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Jordan Friedman is an online education editor at U.S. News. You can follow him on Twitter or email him at jfriedman@usnews.com.
