With the growing popularity of online learning, a new study has developed a framework to help design quality online courses. The framework was created as part of a PhD study by Afsaneh Sharif, a Senior Instructional Designer and Project Manager at the Centre for Teaching, Learning and Technology (CTLT).
Afsaneh Sharif. Photo by Gabriel Lascu
Afsaneh, who has focused on the development of online courses and blended education for the past 15 years, was interested in looking at key factors that create quality online courses. The framework, called PDPIE, consists of a five-phase quality assurance cycle: Planning, Design/Development, Production, Implementation, and Evaluation.
First, Planning involves conducting a needs analysis and outlining course objectives and goals. Next, during Design and Development, the course author creates content with support and consultation from the instructional designer. The third step is Production, where the course is developed online, followed by Implementation, when the course is taught. The final stage is Evaluation, where the team assesses the course based on feedback from students, peers, instructors, and team members.
Through this method, Afsaneh hopes quality courses will be developed that will give students a positive learning experience. She notes that now, with shifting demands, more students are embracing online learning.
“I wanted the student voice to be heard,” says Afsaneh, pointing out that students’ schedules are changing – some work full time or some have limitations that prevent them from attending lectures. Many students have also faced the frustration of full courses and being placed on waiting lists. She stresses that learning should be flexible and accessible.
“Student characteristics and roles are changing. Instructor roles are changing. We can’t use a fixed approach. We need to listen to our learners more.” Afsaneh advocates for examining new ways to make learning accessible. She also sees online courses as an opportunity to reach those outside UBC, who could contribute to a larger, collaborative learning community.
Afsaneh hopes online learning will be further promoted and supported at an institutional level, so people can understand what it is and the benefits it can bring, including flexibility, global interactivity, accessibility, and quality education. With the development of more high quality online courses, she hopes more learning opportunities will continue to be available for everyone.
Afsaneh completed her PhD in Quality of Online Learning and Knowledge Management, from University of Rovira I Virgili in Spain, in June 2014. The same month, she successfully defended her thesis, under the supervision of Dr. Merce Gisbert, on Quality of Online Courses, and her examination panel included Dr. Tony Bates, Dr. Albert Sangra Morer (UNESCO Chair in Education and Technology for Social Change and Academic Director for Universitat Oberta de Catalunya) and Dr. Mar Camacho (Professor at University of Rovira I Virgili). As a result of her work, Afsaneh was also invited to present and coordinate an international panel on Quality of Online Programs at the International Congress on University Teaching and Innovation in July 2014 in Spain.
