I am wondering if the course framework is analogous to instructional/course design? It seems to take a big picture approach than breakdown into smaller branches.

I am continually assessing for potential revision of online courses. No online course can just remain stagnant. It is imperative to have a solid revision process. Bernstein (2013) noted the continually evolving of online courses, specifically mentioning those courses in the science field --- changes are necessary to remain current with the times. Reference Bernstein R. (2013). Education evolving: teaching biology online. Cell. 2013 Dec 19;155(7):1443-5. doi: 10.1016/j.cell.2013.11.038.

EL 112 was a wonderful note to end my 12 course load with! For development of a solid learning environment, I agree with the "seven principles for good practice in undergraduate education" as referenced in Module 1 of EL 112 by Chickering and Gamson (1987). Sowan and Jenkins (2013) also speak of "seven principles of effective teaching to designing and delivering an undergraduate nursing research course in a hybrid format affected course quality" and note that such principles proved to bring great satisfaction in nursing courses (p. 315). Reference Sowan AK, & Jenkins LS. (2013). Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course. Nurs Educ Perspect. 34(5):315-22.

I appreciate the move to use technology - but I thought it included "utilizing the students best". So I marked B. I think it is important to familiarize ourselves with all the different formats including videos and such to allow students the opportunity to share their understanding in the best way they can. It is related to when the discussion of "TXTSPEAK" came up in high schools when students started using such abbreviations in essays they were writing. While we want them to use standard acceptable forms of communication, it is important to understand their styles in order to "translate". How do we see the incorporation of students methods of "tech-pression" to share their ideas in the future?

It seems that the framework is similar to the syllabus. Is there a difference? I wonder how much the students benefit from a framework that has already been established, especially with asynchronous courses, if the revamping is cyclical? Also, how do online frameworks incorporate Socratic instructional strategies where the direction is student centered and may take a tangential (but related, we do have course objective y'know!) turn?

I have had intimidators in my courses, especially in intro to psych courses. They may have had prior experience with the psych environment. It is important to validate these learners and getting into a competition leads to a lack of respect for the instructor - generally, other students just think the intimidator is a horses ass. So it is with professionalism and knowledge that an instructor can win over an intimidator - but also acknowledging that they DO know course content and it is up to us, the trained professional, to push them further into critical thought and analysis (Bloom's).

I was so pleased to read the Bergquist research. I saw my on=the-ground students in those learning styles and I had never read that research before. I am going to figure out how to identify and engage those learning types into my ground courses as well as incorporate those reluctant styles in my online courses. I am curious about how Knowles' research on self-directed learning meshes with these Bergquist findings. If a student is self-directed, why would the competitive learner or even the dependent learner be seen as one who needs special attention?

I'm not a fan of the phrase, "projecting your presence." But I am a fan of the strategy and psychology of earning the respect of your online students with consistent communication and reading their bios so you know your students. In my forthcoming book, 10 Golden Nuggets, chapter 1 is the admonition to "know your students." I think it is sometimes an underestimated part of adult education in general but certainly in an online environment. I project my presence by knowing: my stuff, my students and my shortfalls (whereupon I ask for help from students). After asking my very first class in adult ed some 15 years ago, I asked the class if they minded my personal examples and stories and they told me they actually loved them because it made me seem more "human" and "relateable". Even in an online environment, it is important to earn the presence and the phrase used seems too condescending to adult learners.

I appreciate the online environment because I have students who would prefer, especially in basic "information dissemination" courses like a how to succeed in college course, to do it online but even in those, establishing a relationship with the school, faculty and classmates is crucial. Can the online environment ever match that level of rapport or can that only happen if we use programs like Skype (and then it becomes more on the ground anyway)?

Hi Dr. Wilkinson, The course content created for a face-to-face course typically wouldn't be appropriate for an online course because of the differences that exist between the face-to-face classroom and the online classroom. In the online classroom students really need to do more of the learning on their own. The content of the course must be organized so that it facilitates this. Thank you. Susan Ceklosky

Evaluation of students' progress and the course structure is essential. I am constantly feeling the essential importance of guiding students through their work by evaluating their progress. I really appreciated this Module that explained the facilitation factor nicely.

Asynchronous communication is an important element in my discussion board for online students. Being able to enter into a discussion posting area at any time of day or night is a fantastic benefit of this form of communication. Educational technology for the support of asynchronous communication is necessary (Han, Nelson, & Wetter, 2014).
 Reference
 Han, H., Nelson, E., & Wetter, N. (2014). Medical students' online learning technology needs.
Clin Teach. 11(1):15-9.

The use of multi types of technology is a great way for making a well made online course. I try to promote various appropriate technologies in my online courses. In a study, technology was noted as an essential element in supporting the mobile learning needs of medical students (Han, Nelson, & Wetter, 2014).
 Reference
Han, H., Nelson, E., & Wetter, N. (2014). Medical students' online learning technology needs.
Clin Teach. 11(1):15-9.

Revisions of course work are sometimes necessary. I really appreciate the need to revise my courses continuously. Phillippi and Schorn’s (2011) research indicated that having a revision process “demonstrates effective use of a variety of teaching modalities to enhance student learning” (p. 410). Reference Phillippi, J. C., & Schorn, M. N. (2011). Course revision: from unidirectional knowledge to dynamic application. J Nurs Educ. 50(7):410-3. doi: 10.3928/01484834-20110228-03. Epub 2011 Feb 28.

Assessment of course programs is so essential! Carefully assessing what works and what doesn't is vital to creating the most optimal learning environment. Mcnulty et. al (2014) noted the importance of formative evaluation of quizzes for course programs. Reference McNulty, J. A., Espiritu, B. R., Hoyt, A. E., Ensminger, D. C., & Chandrasekhar, A. J. (2014). Associations between formative practice quizzes and summative examination outcomes in a medical anatomy course. Anat Sci Educ. doi: 10.1002/ase.1442. [Epub ahead of print]

Communication to students is absolutely vital! Daniel and Wilfong (2014) emphasize the value of communication in the healthcare field. Working in the medical field, I especially realize the need for communication in ALL venues (in the workplace, online, etc.). In online courses, I work hard to minimize potential communication barriers. Reference Daniel, L. & Wilfong, D. (2014). Empowering interprofessional teams to perform effective handoffs through online hybrid simulation education. Crit Care Nurs Q.37(2):225-9. doi: 10.1097/CNQ.0000000000000023.

Creating exams requires careful and understanding of student needs. Revisions and testing of exams is necessary to make certain they are optimal for a given student population. Research done on the importance of increasing students' “motivation for comprehensive learning using automatically added contextual questions in electronic examinations” and the usefulness of carefully preparing examination data (Baumann & Perlitz, 2011, p. 351). Reference Baumann, M, & Perlitz, V. (2011). Can contextual online exams in practical biomedical education increase comprehension and motivation?: a pilot project. Biomed Tech 56(6):351-8. doi: 10.1515/BMT.2011.027.

When I started teaching on campus, I knew that I had to be fully prepared to engage the students and keep them interested. They could see by body language as well as "extras" that I might bring to the class such as share anecdotes, relative news articles, humor etc.. When I started teaching online, I feared that I might lose the excitement that I shared with my on ground students mainly because they could not see my body language. Because of my passion for education, when interacting with students via lecture or video, the enthusiasm in my voice served as that substitute. I also shared links to websites and articles, as well as some of my past challenging experiences and use of tools such as Jing and screen sharing programs which really help online learners feel connected. Please share ways that you engage online students vs on ground students. Thanks, Dianne

One possible technique that invites students to be part of the class (even though they are distant) is to have them interview each other in a Chat room and then post each other's biography. Students should be paired up (Jim interview Jenny, Jenny interview Jim) and in addition to establishing the typical biographical information, students could also ask 1-3 specific questions to enhance the introductions. (One of my favorite open-ended questions in class intros is, "What would you attempt to do if you knew you could not fail?" Students could be ) Once the interview has taken place, students post their fellow student's data to the Bio forum. Of course, this technique requires that students connect in real-time via phone or chat - which is not always convenient or available. Course design and technology play an important role here, but the attempt to bring students together across the distance - so they are perceived as "people" and not "objects" to each other - is an effective goal.

It is really important to understand your students’ personality types to make the online course work. Knowing how to channel disruptive behaviors and encourage quiet students to participate may not be easy but very important. What a great module to really speak to this need. Knowing your population of students is truly important. Online learning in nursing in the UK is showing promise; these programs are addressing the needs of learners in this changing world that is welcoming online systems (Purkis & Gabb, 2013). Even though our world is becoming more tech savvy, it’s always important to really look at the students’ personal needs with the online environment. Reference Purkis, N. & Gabb, C. A. (2013). Online learning professional development. Nurs Times. 2013 Dec 23-2014 Jan 14;109(51):16-8.