Essential design elements for successful online courses

Journal of Geoscience Education, Mar 2003 by Powell, Wayne

Note that in this particular case, there were two different routes that could lead a student to the third tier pages; they could link from either the first or second tier menus. However, the use of the "Go Back" button permitted this minor example of networked architecture. Regardless of which path a student chose to reach the third tier pages, they could only jump back from their point of origin (A student that linked to "The Rule of V's" from the "Contour Maps Menu" had to return to the "Contour Maps Menu". A student that linked to "The Rule of V's" from the "Labeling Contours" page could only return to the "Labeling Contours" page.) Thus it was not possible for a student to get lost in the process.

The evolution of student perceptions of ease of navigation over the 4 term study indicates that the simplest navigation structures are the best received and result in the least student frustration. Networked navigational structures should be avoided, particularly with students with limited experience in online learning. A more rigid structure, such as a hierarchical, branching structure can be an effective means of facilitating learning for students by imposing a learning structure on the course. Such a rigid structure is something to which students are accustomed and comfortable, possibly because such structure exists in the more classical delivery methods of the textbook and the lecture. Furthermore, the hierarchical structure should be simple. Most of the information should be contained within two tiers (i.e., no more than two nested menus). If more levels appear to be necessary, then it would be best to further deconstruct the content in order to maintain the simple 2-level structure. Alternatively, if a third level is necessary, for limited use, then the menu descriptions for the first and second levels should be worded carefully and fully so that a student can predict the content of each of the lower hierarchical levels.

Communication - Communication problems were noted by students in each of the four classes. However, only in the first term was communication considered to be a major impediment by the class. Most students interviewed from the Spring 2000 class expressed a desire for an increase in face-to-face communication with the instructor. The perceived need for such face-to-face communication dropped sharply in the Fall 2000 class, and remained low through the successive two terms. This change in attitude certainly resulted, in part, from the simplication of the webpage's navigation structure, thereby making the site easier to use and giving students confidence in their use of the site: 1) "We can always go back to the information as many times as we wanted to on the website, you know to clarify. And if we needed a physical person like the professor, then we could always meet up with him during his office hours."; and 2) "If I don't understand it I just go further. Because if I go to other places, other sites, it will give you general feedback right away." However, the style and level of student-instructor communication also varied, and so these variables must also be considered.