Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty

Autor/inn/en	Gunder, Angela; Vignare, Karen; Adams, Susan; McGuire, Abby; Rafferty, Jennifer Paloma
Institution	Online Learning Consortium (OLC); Association of Public and Land-grant Universities; Every Learner Everywhere
Titel	Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty
Quelle	(2021), (60 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Electronic Learning; Learning Experience; College Instruction; Minority Group Students; Curriculum Design; Course Content; Course Organization; Equal Education; Access to Education; Instructional Design; Educational Strategies; Media Selection; Course Evaluation; Student Evaluation of Teacher Performance; Teacher Expectations of Students; Teacher Student Relationship; Academic Support Services; Course Descriptions + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Lernerfahrung; Hochschullehre; Lehrplangestaltung; Kursprogramm; Course organisation; Kurskonzept; Education; Access; Bildung; Zugang; Bildungszugang; Lessonplan; Lehrstrategie; Medienwahl; Teacher student relationships; Lehrer-Schüler-Beziehung; Kursstrukturplan
Abstract	High-quality digital learning experiences are built on the foundational principles of providing equitable, inclusive, accessible learning environments for all students. In addition, high-quality digital learning experiences are well-organized and thoughtfully designed. These experiences rely on instructional design principles and strategies to align learning outcomes with learning assignments, activities, and assessment practices. In these ways, high-quality digital courses provide robust learning experiences for students, not only through strategic design, but also through integrating intentional opportunities for community-building and interaction in the digital environment. Student and faculty feedback from remote teaching during the COVID-19 pandemic further revealed an equity gap and became a call to action to focus on optimizing the quality of digital learning experiences for minoritized students. As a result, more than ever before, it is now essential that faculty meet the learning needs of minoritized students through effective digital course design and teaching strategies. Building on these principles and the urgency to provide improved and equitable digital learning, the focus of this playbook is to help faculty strategically embed technologies with learning outcomes to amplify the effectiveness of student learning experiences, especially for minoritized students. Optimizing online learning experiences to ensure equity, inclusivity, and accessibility, particularly for minoritized students, is a continuous process with many benefits: (1) limiting potential academic disruption if the course modality unexpectedly shifts; (2) providing students course materials in efficient and accessible ways; (3) giving students more flexibility, control, and options regarding when and how they learn; and (4) allowing faculty to engage in the process of building their courses over time. "Optimizing High-Quality Digital Learning Experiences: A Playbook for Faculty" aims to guide faculty in thinking and designing strategically to amplify the opportunities the online environment provides in both their digital spaces and physical classrooms. By integrating teaching and design principles, this guide assists faculty in positively impacting student learning, especially for students who are minoritized because of race, gender, disability, or socioeconomic status. (As Provided).
Anmerkungen	Online Learning Consortium, Inc. PO Box 1238, Newburyport, MA 01950. Tel: 617-716-1414; e-mail: publications@onlinelearning-c.org; Web site: http://onlinelearningconsortium.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01