Element #2: A Course Organization and Structure that Facilitates Student Learning

Once instructors develop objectives and align them to possible teaching/learning activity ideas they can begin working on the overall course structure including how the course is organized. Students should easily recognize and understand how the course materials are chunked, as well as, the correct sequence for progressing through the course. A logical course structure and intuitive course navigation supports effective and efficient student learning (Shank, 2010). Course materials need to be "chunked" into manageable units or modules and should be presented in a logical and organized sequence so that students can locate and complete their work without becoming overwhelmed or getting lost. In a learning environment where an instructor and students do not meet face-to-face, an intuitive, organized, and well-structured course design is especially critical (Anderson, 2008). Seminal cognitive learning literature states the importance of minimizing cognitive load to improve learning (Mayer, 2001; Sweller, 1988). In addition, literature on how people learn (Bransford, Brown, & Cocking, 1999; Clark Mayer, 2008) supports employing organization and sequencing strategies so that learning can be more efficient and effective. Consistency and intuitive navigation create patterns to help students progress more successfully through the course material (Wiley, 2000).

The course organizational structure should:

Be consistent throughout the course;
Clearly describe, mark, and label course modules and materials when they are delivered on line so that students can find and utilize the course materials to enhance their learning as they progress sequentially through the course;
Clearly articulate expectations so that students will know what to do, when to do it, and how to do it.

More information on course organization and structure is provided at Phase 1 Design.

Element #2 References
Anderson, T. (2008). Towards a theory of online learning. In: Anderson, T. Elloumi, F. Theory and Practice of Online Learning. Athabasca University. Available online from http://www.aupress.ca/index.php/books/120146 retrieved 12/1/10.

Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.) (1999). How People Learn: Brain, Mind, Experience, and School. Washington, DC: NationalAcademy Press.

Clark, R. & Mayer, R. E. (2008). E-learning and the science of instruction (2nded). San Francisco: Jossey-Bass.

Shank, P (2010). The importance of intuitive navigation in online course design. In Robert Kelly, (Ed.) Online course design: Thirteen strategies for teaching in a web-based distance learning environment (Online Classroom Newsletter) pp. 20-21. Madison, Wisconsin: Magna Publications Inc.

Mayer, R. (2001). Multimedia learning. Cambridge, England: Cambridge University Press.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning,Cognitive Science, 12, 257-285.

Wiley, D.A. ( June 2000). Learning Object Design and Sequencing Theory, Retrieved 12-5-10, from the World Wide Web:http://opencontent.org/docs/dissertation.pdf