Introduction/Overview Dr. L. Dee Fink (2003), an expert in higher education course design and faculty development, contends that "Faculty knowledge about course design is the most significant bottleneck to better teaching and learning in higher education" (p. 24). At the University of Utah we have adapted Fink's model for creating significant learning environments to design quality traditional, hybrid, and totally online courses. This course design model uses a "backwards design" process focused on aligning learning objectives (goals), assessments, and teaching and learning activities (See Figure 1). The design process is backwards in the sense that it begins at the end of the course design process by identifying the learning objectives (goals) first and then moves backwards to design the appropriate course components to attain these objectives. This model also focuses on student-centered principles (Weimer, 2002) as well as integrative (Huber & Hutchings, 2004) and transformational learning (King, 2005). We contend that courses should be designed with a focus on student-centered learning where teaching becomes more than just a transmission or distribution of information. Instructors should value and facilitate a community of learners where students take responsibility for their own learning and both students and instructors learn together. Engaging students in learning using emerging technology tools and sound pedagogical practice enables a significant learning experience for students and may also result in a faculty transformational experience through the course design process.
To achieve this task, the Teaching and Learning Technologies (TLT) Links to an external site.group, The Center for Teaching and Learning Excellence (CTLE)Links to an external site. and Distance EducationLinks to an external site. collaboratively developed a course design process based on a framework of essential course elements grounded in the teaching and learning best practice literature. This process for course design, development, and support enhance the course quality and create learning environments that engage learners in the learning process. It is flexible enough process to be used by either experienced or novice instructors and can be adapted for designing courses in face-to-face, hybrid, or online environment. This framework integrates the services from several University units into a single support process providing a unified approach for helping faculty interested in enhancing their course(s) through technology. We believe this process will improve overall course quality and enhance student learning while also making teaching more efficient and cost effective.
This document explains a course design model incorporating the essential elements of a quality course supported by the literature and the four-phased course development process incorporating these elements (Figure 2). The phases are then outlined to provide an overview of the activities faculty can do to integrate the essential elements into their courses.
Figure 2. - Quality Course Framework Model
Six Essential Elements of A Quality Course
Course and lesson outcomes stated as measurable objectives
A course organization structure that facilitates usability and student learning
Learning activities that engage students in a complete learning process
Course content provided in appropriate media formats
A sense of learning community facilitated through specifically planned communication and student support
King, K. P. (2005). Bringing transformative learning to life: Understandings its meanings and opportunities for learners andeducators. Malabar , FL : Krieger.
Weimer, M. G. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.
Front Page Element #1: Measurable Objective Statements