Abstract:

The following abstract introduces an easy to implement practical framework for online course development that supports social learning activities and scaffolds students’ self-regulation. The framework, designed to help organize and structure a course through a sequence of activities and deadlines, is platform-independent and can be adapted to the most basic capabilities of any Learning Management System (and possibly even none at all). To date, this framework has been successfully used by the author to design several asynchronous online courses for higher education.

The framework was developed in the recognition that it can be a challenge for faculty to develop an online course that takes advantage of the Internet’s collaborative abilities and at the same time is structured in a manner in which students can be successful. Drawing on a rich array of literature and best practices, the framework is meant to help structure and scaffold both individual and collaborative learning activities into the online classroom. With a focus on organizing the learning environment, the framework is applicable to courses across topics, disciplines, and technologies.

The framework is formed around three overarching components to structure a collaborative online classroom. First, there is the scaffolding of the learning environment (Vygotsky, 1978; Wood et. al, 1976); second, making a place for collaboration (Wenger and Lave, 1991; Vygotsky, 1978); and third, integrating and supporting reflection on personal and group assignments (Knowles, 1980; Brookfield, 1995).

These three components support the online learner in the following ways:
1. Scaffolding: provides explicit expectations and sequences to help organize students’ time and learning efforts.
2. Collaboration: provides opportunities for students to work together on assignments, build knowledge collectively, and support each other’s understanding.
3. Reflection: provides students an opportunity to question their understanding of the subject and explicitly think about their learning process and progress.

The focus of this framework is on the collaborative environment that is created through the structure, sequenceing, and activities of the courses. The framework does not ascribe the types of assignments or assessments, and can be adapted to the most basic capabilities of any Learning Management System, or even none at all, as long as some basic tools are available to support the necessary online activities.

A conference session based on this work would focus on the planning and implementation of a new asynchronous online via this framework, using an example of a course that the author has currently developed. The author would discuss pedagogical elements and activities that work have proven effective as well as areas for further development. Interactive audience participation would also be encouraged.

Keywords:

Pedagogy, Online Learning, Asynchronous Learning, Framework, Reflection, Motivation, Social Learning, Collaboration, Scaffolding.