When an organization is considering an online learning management system, there are three aspects of the experience that should guide the process:
- Services
- Content
- Technology
Many institutions are excited about expanding their programs to online offerings but aren’t confident about how to translate successful, traditional coursework to a new environment.
Choosing the right partner via an online learning management system can alleviate a great deal of uncertainty.
Services:
An institution’s first focus when considering an online learning management system must be the services provided by the system.
While there are several do-it-yourself LMS products available, first-time users should review the advantages of working with a company that provides development services.
Typical Service Offerings
- Redesigning existing courses for online delivery
- Integrating traditional campus components into the online environment.
- Evaluating course metrics
Redesigning Existing Courses - The service providers will work with an institution’s subject matter experts to identify aspects of existing courses that will translate well to an online environment and those that need revision. In some cases, revision might consist of replacing lectures with discussions that enable an instructor to guide independent learning, rather than simply deliver content.
Traditional Campus Components - It may be advantageous to build typical campus-based student-support services into the online course. Some useful campus features that can be moved online include:
- New student orientation
- One-on-one tutoring
- Access to the institution library
Evaluating Course Metrics One of the most recognized advantages of an online learning management system is the ability to track student performance and use data to inform instruction.
Data analysis has benefits throughout the institution, including:
- Motivating students
- Informing instructors
- Helping the institution better manage financial aid
- Tracking student progress toward degree requirements
- More effectively meeting accreditation requirements
Since data is provided much more quickly in an online environment, all stakeholders have the opportunity to respond quickly to issues as they develop, rather than simply react to issues that have already imperilled a student’s academic future.
Content:
In the traditional classroom, the instructor assigns textbook, lectures, and assesses students on recall or skills developed from these delivery methods.
The online classroom offers the opportunity to revise content offerings to better meet the needs of all students.
The eBook Rather than rely on often expensive existing text books, eBook integration into an online learning management system allows for a high-degree of customization.
- Instructors and course developers can work together or with academic writers to develop texts to deliver very specific course content.
- The book can be designed to follow the course week-by-week, and links to specific pages of the text can be integrated into discussion and lecture components.
- Proprietary eBooks save students money, as the text can be offered as a component of the course, for no additional charge.
Adaptive release assessments Students can move forward on some course content based on their performance.
If a student performs poorly on an assessment, he or she can be provided additional practice in that area, and then given an opportunity to be assessed again before moving forward.
Adaptive assessment leads to subject area mastery and higher student retention and long term success.
Technology:
The final component an institution should review when considering an online learning management system is the technology that drives the classroom.
The age-old Mac/PC issue should be addressed, depending on the student population, as well as classroom functionality with different browsers.
Another consideration that is becoming equally important is integration with mobile devices.
Research has shown that students who are able to access their online classroom via mobile devices, such as smart phones and tablets, are far more likely to remain in a class and will participate in the class more actively. Institutions should work with the online learning management system provider to identify which functions are best suited to a mobile application, and which mobile devices should be accommodated.
Institutions that consider these three components, services, content, and technology, when developing online course offerings will find less need for post-launch revisions in the early stages, and will experience higher student-satisfaction and retention
