Rationale: Context and Problem
Social interactive learning is vital to cognitive development for both face-to-face and online learning. It is stated that all higher-order learning originates and develops as the relationships among individuals are built and enhanced (Vygotsky, 1978). Due to the lack of interpersonal contact in the online learning environment, online learners must be provided with an atmosphere to interact with the content, the instructor and each other (Moore, 1989). In order to create and facilitate social interaction, social presence is naturally required. Social presence has been identified as an important aspect in encouraging interaction and collaboration in online learning communities. A consistently strong relationship is found among learner perceptions of interaction, social presence and learning (Picciano, 2002).
Montclair State University has been moving quickly in developing its online degree programs. The University has identified the need to build online courses and programs that provide learners with a social context to interact with each other and engage in the learning process. In order to achieve the goal of developing high quality online courses and programs which embrace the concept of social presence, Montclair State University has developed a social interaction-embedded online course design model, which is referred to as OCIA: Orientation, Content, Interaction and Assessment. The University hopes that the OCIA approach will serve as a model for not only the online programs but also the individual online courses for traditional programs.
An Approach: the OCIA Model
The OCIA model provides a standard navigation scheme for all online courses, including elements of a Welcome page, Syllabus, About the Instructor, Course Schedule, Cyber Café, and Academic Supports. This approach suggests building course pacing and sequencing using learning units. Each learning unit will comprise of the following four types of components: Orientation (including Learning Objectives and Unit Requirements), Content (including Subject Perspective and Subject Materials), Interaction and Assessment. Even though, the Interaction is listed as a separate item in a learning unit, the interactive learning process is embedded from the beginning to the end. Students, anytime they need assistance, can post questions and seek answers from the instructor and peer learners in the Cyber Café area. The items of Learning Objectives and Unit Requirements help students understand what they are supposed to be able to achieve by completing the learning requirements in the current unit. The Perspective item helps students build a pre-interaction with the content and each other before they read about content materials. The Perspective can be built in various formats, such as some questions to think about, solution-based discussion about a problem-based scenario, role-playing in a real-world situation with problems, etc. This approach helps with creating and promoting various forms of online dialogues as well as incorporating integrative learning principles into online teaching. After reading and studying the subject content materials, students will be encouraged to participate in a post-interaction activity based on the content learning. The assessment will serve as the last item in the unit to examine student learning outcomes, both formative and summative.
The OCIA model utilizes a team approach, including a subject-matter expert, an instructional designer and an instructional/multimedia specialist. A course design process involving different parties will be illustrated. In order to help faculty well prepared for online course content development based on the OCIA model and for online teaching strategies, a faculty development program has been developed and will be launched in the fall of 2011. The presentation will also highlight this program.
Results:
This model has been revised based on faculty and student input. It started to be implemented into course design process for fully online degree programs and individual online courses. A course sample which is designed by using the OCIA model will be demonstrated. Comments from faculty and students will be shared in the presentation.
References:
Moore, M. (1989). Three types of interaction. American Journal of Distance Education, 3(2), 1-6.
Piccano, A. G. (2002). Beyond student perception: Issues of interaction, presence and performance in an online course. Journal of Asynchronous Learning Network. 6(1), 21-40
Vygotsky, L. S. (1978). Mind in Society. Cambridge, MA, Harvard University Press.
