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Creating Online Learning Experiences by Matt Crosslin, et al.; University of Texas at Arlington is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
Creating Online Learning Experiences
Description: This book provides an updated look at issues that comprise the online learning experience creation process. As online learning evolves, the lines and distinctions between various classifications of courses has blurred and often vanished. Classic elements of instructional design remain relevant at the same time that newer concepts of learning experience are growing in importance. However, problematic issues new and old still have to be addressed. This handbook explores many of these topics for new and experienced designers alike, whether creating traditional online courses, open learning experiences, or anything in between.
Posted: January 13, 2020 | Updated: October 5, 2021
Author: Matt Crosslin, et al.; University of Texas at Arlington
Subject Areas
Education, Digital Education
Original source
uta.pressbooks.pub
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Reviews (3)
Avg:
Institution:Thompson Rivers UniversityTitle/Position: Assistant Professor
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
This textbook provides a general overview for teaching and preparing a MOOC and/or a hybrid online course (face to face with synchronous activity), and it also begins the conversation on how to create an advanced course design (Learning Pathways Course). Throughout each chapter and at the end of each chapter, multiple references are given to further support deeper exploration of the topic discussed in the chapter. The book provides a fully cited bibliography at the end of the book, followed by a summary of the links given in each chapter. There is no glossary or index.
A recommendation would be to have a glossary of the acronyms used in each chapter either at the beginning or the end of the chapter as this can be confusing to a reader who is new to this content area.
It would be interesting to have more information on how to create student engagement in asynchronous regular sized online courses. There is a lack of discussion on this type of online experience in this textbook.
The overall, helpfulness of this textbook is very good from the perspective of a new instructor who wants some guidelines as they prep and develop their MOOC or hybrid course with synchronous opportunities.
Comprehensiveness Rating: 4 out of 5
Q: Content is accurate, error-free and unbiased
The content is accurate in terms of referencing and grammar concerns. There is an author's bias as is the case with any textbook. In particular, there is a strong commitment to having creating OER but this is understandable given the topic of the book. Some points of privacy and copyright are mentioned but this should be elaborated on for people who are new to OER.
Also there is an assumption that every course instructor has access to an instructional designer as many of the planning processes ask to consult one and that is not always an available resource.
There is a strong preference towards mediation/mindfulness to be built into the course but this is not something that all institutions or educators may feel comfortable with for various reasons.
The section on the use of social media offers more than one perspective which is great but this section in of itself promotes social media avenues that are well known, the ones that are less known are mentioned but details are rarely mentioned about them.
The recommendation for script writing before taping a video and the technical pieces that should be in place for a quality video are more "best practices" even though the author shares that the book is not about best practices.
The are helpful guiding questions for instructors to think through the process with some attention given to diversity of content and the reach of it and the equitable access to technology, which are is great. The overall philosophy mentioned at the end of the book with respect to the non-linear nature of online teaching was interesting but contradictory at times with the detailed scaffolded questions or suggestions provided in the chapters.
Content Accuracy Rating: 4 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
The content is up to date at the time of publication. More can be added given the covid-19 pandemic and how post-secondary institutions are being asked to plan alternative mode delivery (mostly asynchronous classes) due to the student population being from around the world.
The information to plan a MOOC or design a basic online hybrid course is helpful as a frame of reference as this will always be a good starting point.
I am unsure if the necessary updates will be easy and straightforward to implement given the above context. In terms of new resources being inputted into the chapter or at the end of the chapter in addition to the end of the book those updates would be easy to do.
Relevance Rating: 4 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
The text is chunked in a simple and easy way to read. The suggestion for a glossary in each chapter on the first page of this review would be recommended. There were times were I forgot or did not recognize the abbreviations in subsequent chapters.
Clarity Rating: 3 out of 5
Q: The text is internally consistent in terms of terminology and framework
Again, the text is consistent with its abbreviated terminology but not clear for the reader to follow, especially if the book is read in chunks.
The framework of the book if that is represented by the table of contents and the goal of providing the reader with a starting point for developing MOOC's and online hybrid courses then yes it delivers on this internally.
Consistency Rating: 4 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
There are easy and short chapters to read and they can be read independently. The references within the chapter sometimes can be overwhelming because not only are they used to support the ideas but the actual text shares the names of resources that can consulted as well. Perhaps to put additional resources at the end of the chapter would be less distracting to the reader? However, if it was intentional to have extra resources in relation to the sub-topic/ sub-section then that is understandable.
Toward the end of the book in the first half of chapter 13 there were many self-references made to the lead author, but perhaps that is their particular area of expertise?
Modularity Rating: 4 out of 5
Q: The topics in the text are presented in a logical, clear fashion
The table of contents does a good job setting up the topics for the book. The topics are shared in a clear fashion.
The first 7 chapters do an excellent job in giving a strong overview of the building blocks of the MOOC or online hybrid course. The thinking through stages in each of the first 7 chapters was done in a way that invited the reader to think for themselves without any judgement on their choice. Thank you for these facilitating chapters.
I would recommend more information on assessment as there is very little in terms of examples provided in the chapter itself and this is a substantial part of instructor's duties, so more on this topic is necessary. In addition the input on diversity training and equity is a sub-topic mentioned in the last few chapters of the book, perhaps that needs to be a chapter of its own? Especially since the vulnerabilities of people are different in an online platform.
Organization Rating: 3 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
The text was free of significant interface issues, I reviewed a printed copy!
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
I did not see any of these! :)
Grammar Rating: 5 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
As mentioned previously it is recommended to have an independent chapter in the book about diversity in content/process and equitable access with respect to MOOCs and online hybrid courses. There is no insensitive language used.
Cultural Relevance Rating: 3 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
Yes, I would recommend this textbook for instructors who are looking for a self-directed learning experience on how to build, process, and deliver an online hybrid course or MOOC. The first 7 chapters are very insightful with great visual tables, big ideas on how to approach teaching, engaging students, and course set up. Chapter 8-14 are a bit more directed and focused for an instructor who may share the same perspective/passion on the remaining topics as the author.
I would still encourage a glossary with each chapter as that would make the chapters more accessible.
Thank you for the opportunity to review this textbook, I learned many ways to improve my online teaching and had an opportunity to consider and unpack what a MOOC entailed and more detailed features/techniques for online production.
Institution:Manitoba Emergency Services CollegeTitle/Position: Registrar/Director of Student Services
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
The book provides a good foundation of traditional teaching and learning theory (constructivism, etc.) and learning design (chunking, etc.), as an important backbone and precursor to discussing the planning of online course offerings. This encourages the reader to think holistically about the planning process, that they do not forget foundations of teaching and learning despite the change in format that online learning design brings.
Appropriately, the book then moves into approaches to practice, necessary educational quality control, assessment approaches, and applicable materials/integrations. The benefit of this approach is that it sustains focus on the fundamentals of good training, instead of getting lost in the minutiae of technology.
No glossary or index are provided, but the book bolds several definitions and includes some representational diagrams.
Comprehensiveness Rating: 4 out of 5
Q: Content is accurate, error-free and unbiased
There is a focus on open materials/approaches and a promoted self-reflectiveness vein through the work -- especially as a designer works through the chaotic-but-still-logically-linear/progressive nature of design work, regardless of format -- although I can't consider this bias given the nature of the resource itself: it's an open tool, and a narrative structure, and that is fine. I do feel it is important for designers to remain cognizant of the process of design from start to finish.
Content is accurate, spelling, grammar, etc. are fine, and diagrams are appropriate representations of concepts.
The supplementary material by way of bibliographic references are particularly exemplary, that readers may continue learning and exploring key questions and inquiries centred on online learning.
Content Accuracy Rating: 4 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
This resource is subject to the same pressure affecting arguably all resources that focus on the development of an online educational endeavour, big or small: and that is that both technology and education systems generally, advance and evolve far faster than we may realistically update our resources, design practices, and operating procedures. That said, it will always serve as an excellent frame of reference and starting point, given its sound footing in educational theory, good practices generally, and extensive, excellent bibliography.
Relevance Rating: 4 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
The text is remarkably accessible and simple to read, to the credit of the authors, whose vast range of qualifications and specializations held could easily cause the work to devolve into pedantics. It's a friendly and progressive read, acceptable for experienced practitioners as it is for new designers entering the online learning domain for the first time.
A glossary of terms would be to the reader's benefit and only add to the book's clarity.
Clarity Rating: 4 out of 5
Q: The text is internally consistent in terms of terminology and framework
The framework is logically progressive. As mentioned, the grounding in theory is essential, before moving into standard practice items then moving to more 'contemporary' methodologies (social learning, mindfulness, and advanced design, for example). This makes the resource incredibly user-friendly.
Consistency Rating: 4 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
This text is incredibly modular, given the logically progressive structure noticed in the previous criteria. I am confident that any one or few of these chapters could stand alone as a more focused study, and the robust bibliography for each chapter only contributes to the independent nature of each section.
Modularity Rating: 5 out of 5
Q: The topics in the text are presented in a logical, clear fashion
As previously mentioned, the progressive nature of the read makes a lot of sense. A foundation of theory, before moving into current practice, supportive resources, and more abstract/modern approaches, is a logical approach that the reader can easily navigate regardless of their experience level.
Organization Rating: 4 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
No issues for me -- I reviewed a Digital PDF. Navigation is easy, images are clear and colourful and it is clear that the book has been well-structured for the digital PDF format -- which doesn't always happen.
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
Didn't notice any!
Grammar Rating: 5 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
There is no insensitive language in the resource.
Diversity's increasingly-prevalent role and presence in all levels of the education world (and indeed, in all formats of instructional design and delivery) now place us at the centre of potential for more expansive research and scholarship on the relationship between EDI initiatives, for example, and the design/delivery of online learning experiences. Both areas -- design and delivery -- are important, given that an increasingly wide range of individuals (and more diverse set of practitioners/experts) exist in the education space and work as both designers/facilitators and learners. The experiences of both in building or accessing or completing or evaluating or disdaining online learning experiences, are valid and should be further explored.
Cultural Relevance Rating: 3 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
I would absolutely recommend the book to practitioners in need of tips, tricks, and supplementary resources, at any point in the process of thinking about or executing the design of an online course. It is digestible, logical, well-structured, and well-backed. An enjoyable read that promotes necessary introspection and deeper thinking.
Institution:SAIT PolytechnicTitle/Position: Educational Developer
Q: The text covers all areas and ideas of the subject appropriately and provides an effective index and/or glossary
While I believe this text discusses many valuable areas in online course creation, it does it at a high level. For the content of this text to be applied, the reader would have to find additional sources of support/application. The nature of the high level overview of online course review can be useful for those instructors with experience in designing courses of any type as the text does act of a sort of review or reflection tool towards their past or current courses.
The links provided throughout the text, I found to be helpful when I was looking for a deeper dive into a particular area or topic.
Comprehensiveness Rating: 3 out of 5
Q: Content is accurate, error-free and unbiased
As a text that is taking a 30,000 foot view of create an online course, I believe the content is rather good and accurate. Once you begin reading the content, it does become evident that it is meant as an overall introduction to the concepts and needs of a quality online course design. The content support these concepts. This is not to suggest that I agree with the content in particular use. For example, mindfulness is important, but in creating online learning experiences, it is not about mindfulness but more about reflection for action both in the design and creation, but also as learners that might be completing your newly created online course. More value into that particular chapter could be beneficial.
Content Accuracy Rating: 4 out of 5
Q: Content is up-to-date, but not in a way that will quickly make the text obsolete within a short period of time. The text is written and/or arranged in such a way that necessary updates will be relatively easy and straightforward to implement
The content is written in a manner of a more, larger overview of online course creation. Thus, the content is up-to-date and relevant with one small exception. Given that the text is written in a manner and arranged that is providing the reader a great context, the current materials, sources, definitions will remain relevant for some time. The sources that were used throughout the text are used for grounding online course principles and should therefore useful for sometime. However, the chapter on social learning as value, but speaking to specific social media outlets and specific software, quickly dates the content. For example, there can be a argument made, that FaceBook is no longer relevant etc. The content should not then be discussing specific software, but the better alignment of pedagogy with the technology.
Relevance Rating: 5 out of 5
Q: The text is written in lucid, accessible prose, and provides adequate context for any jargon/technical terminology used
Throughout the reading of this text, I felt that writing was completed in a simplistic, non-complex manner. Even through my personal background and experience is in this area, it still allowed the writing to flow, be accessible to a larger audience and was adequate for the content of the topics. I found the use of jargon to be very limited and while the use of specific terminology was required, it was not used excessively or in a manner that might not make the content of the text unaccessible.
Clarity Rating: 5 out of 5
Q: The text is internally consistent in terms of terminology and framework
I appreciated the general consistency for chapter to chapter. As mentioned previously, I felt the content of the text flowed well and the there was a logically connection between the chapters.
Consistency Rating: 5 out of 5
Q: The text is easily and readily divisible into smaller reading sections that can be assigned at different points within the course (i.e., enormous blocks of text without subheadings should be avoided). The text should not be overly self-referential, and should be easily reorganized and realigned with various subunits of a course without presenting much disruption to the reader.
The amount of content is not overwhelming and easily consumed in a matter of hours. The use of the chapters does support the content being chunked into easy digestive pieces, but certainly not required. I see this text more of a supplementary or introduction to the topic at large.
Modularity Rating: 3 out of 5
Q: The topics in the text are presented in a logical, clear fashion
I believe for the most part the chapters were presented in a logical order. There are times, when the author speaks to something that is shared later in the text (OERs) that may want to be reviewed or aligned in a place where the content can be referred back to to create a stronger connection. However, with that being said, it is evident the structure was well thought out and makes sense.
Organization Rating: 4 out of 5
Q: The text is free of significant interface issues, including navigation problems, distortion of images/charts, and any other display features that may distract or confuse the reader
Simple interface. Easy for the end user to access and/or to incorporate into their courses. If internet is not available, the use of the pdf download is appreciated. This is also beneficial if an instructor was only looking to use specific sections of text.
Interface Rating: 5 out of 5
Q: The text contains no grammatical errors
None the were evident to me.
Grammar Rating: 5 out of 5
Q: The text is not culturally insensitive or offensive in any way. It should make use of examples that are inclusive of a variety of races, ethnicities, and backgrounds
None that were evident to me.
Cultural Relevance Rating: 5 out of 5
Q: Are there any other comments you would like to make about this book, for example, its appropriateness in a Canadian context or specific updates you think need to be made?
I would recommend this book for those looking for a text that introduces them to online course design and creation from a high level. This text can be used as a gateway into the specific areas of course design and to encourage the reader to source further support in the given areas. It should not be expected that this text will provided any type of blueprint and it very well might leave the reader with more questions than answers after reading it. These questions will be helpful to the reader to determine their own next steps and more specifics on the areas that they require more support.
