CURRICULUM DESIGN AND DEVELOPMENT: BEST PRACTICES IN POST-PROFESSIONAL GRADUATE PROGRAMS

The 21st century has seen a rise in the number of online education and learning opportunities. These opportunities exist in many forms ranging from individual courses to certificates and entire degree programs. As early as 2002, The Times Educational Supplement noted that there was an evolving body of academic research that indicated certain strategies would enhance online teaching and learning, in the same way that specific tactics work to enhance face-to-face learning. However, the strategies between the two modalities, face-to-face versus online learning, are different. While face-to-face students have scheduled meeting times that entice (or mandate) them to participate, the free-form learning that takes place in online environments requires a course to offer the learner a reason to go online. Often, this reason is in the form of group activities, structured work, interactive stimuli, or outright cajoling by instructors or peers (Hanover Research Council, 2009). However, these activities may be random or inconsistent.

Therefore, consistent instructional strategies are of the utmost importance to the success of a course, and the learner. Together, all aspects of a successful instructional process, from teaching techniques to assessment, form a system of best practices for online learning. Following a thorough review of academic literature, this presentation will outline best practices for online programs in general, and post-professional degree programs specifically.