Marissa Christman
Instructor: Dr. Joseph Meloche
LIS 506 A
Assignment 4
Introduction
The world’s first digital students graduated over 15 years ago but recent increases in the
number of online college courses suggest that online learning will be a persisting and lifechanging instructional method. Today’s college students have, in most cases, used computer
technology all their lives. It is as yet unclear how these computer-competent young adults will
shape the world but one thing is sure to be a part of it: the Internet. Ambitious firms, anticipating
the ascent of online learning, have launched pervasive commercial campaigns to protect their
investments in online education. This being the case, it is worth noting that there is no online
forum for unbiased exploration of the hotly-debated field of online learning.
The Problem
Despite their near-universal experimentations with online programs, most educational
institutions have failed to analyze the repercussions of adding them to their repertoires. Some
experts suggest that that online learning programs help universities generate income without
jeopardizing their competitive status (Timmons, 2010, p. 21). Others assert that online learning
has been shown to lower attrition rates (Sitzmann, 2010, p. 26). Still more institutions fail to
differentiate between creditless online instruction, online courses for credit, and online degree
programs; they affect a university differently.
Prospective online students are either enrolled in traditional classes or not enrolled in any
program to speak of. New online students have doubts about this new learning and seek to learn
about its impact on their education and careers. Adding insult to injury, students’ most accessible
sources of information are those devised by marketers targeting vulnerable groups. Another
ubiquitous, yet biased, source is the word of current online learners, instructors and online
university spokespersons, all stakeholders in the field of online learning. Equally as biased are
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opponents to online learning who focus unilaterally on the detrimental effects of the Internet on
society.
Suffering from a similar lack of reliable information are new and prospective online
instructors. They want to know how it will change their lives, affect their careers, and if they are
even eligible. Many schools require special certification. Some currently employed instructors at
all levels and from all subjects are apprehensive about teaching online even if their schedule, job,
or personal life require it. There exists general ignorance about the particulars of online learning
software and online instruction methods and formats. Some instructors, mandated to teach online
by their employers, seek sources for software tutorials. Other instructors seek information about
converting traditional lessons plans into online courses. In 2001, Gibbons and Wentworth
noticed this oversight which plagues online instruction programs to this day, “… the rush to join
the ranks of ‘e-institutions’ often results in the significant aspects of the online learning paradigm
being overlooked.” Instructors, by nature, are not considered to be learners, thus the deficiency in
reliable online information on the subject.
Intended Outcomes
Above I identified the 3 parties most in-need of unbiased information about online
learning as above. Through the special selection and annotation of materials, scholarly and
supplementary, my proposed website will explore all facets of online learning. The site will be
divided into three clear sectors, each tailored to the above user groups. These divisions will be
made clear on the homepage.
The first part of the site addresses the need for a scholarly compilation of sources about
the institutional implications for online learning. It will make use of annotated news briefs,
annotated links, expert testimonials and objective reports. The site will serve as a decision3
making tool for administrators in the field of higher education. This section is concerned with
integrated learning and/or the addition of all-online programs to a traditional college. This part of
the site will be simple and navigable. It is targeted to professional and will use appropriate
language and design.
Prospective online students need a website that presents findings on the myriad of issues
concerning online learning and only those propagated by the most qualified of individuals. No
one student is alike and since this site does not advocate online learning but, rather, an
understanding of online learning for what it is, the student-user sector will encourage students to
arrive at their own conclusions about online education. It must be navigable and user-friendly but
not over-designed. It must be consistent as to not unintentionally emphasize one viewpoint over
another. The site will address major issues such as the difference between integrated on onlineonly programs, how online degrees are perceived by employers and whether online learners are
less engaged than traditional students. Annotated testimonials from students of all types and
backgrounds, experiencing all forms of online learning, and with all different outcomes, will be
especially complementary to the latest scholarship. Annotated interviews of employers from all
around the country will add another dimension to this part of the site.
The third section of the site will be structured much like the second but it will focus on
studies and experiences of online instruction. Prospective online instructors will learn the
advantages and disadvantages of teaching online. Annotated links to the latest scholarship will be
tempered with annotated salary statistics, and expert testimonials. New and prospective online
instructors will be encouraged to apply this information to their own lives.
The homepage will prompt the user to pick one of the three sectors based on what
information they seek. The three sections will be color-coded and labeled, and the prompt will
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inform the user what he or she will find in each section. They will be directed to one of the three
sectors or they can browse them all. The site will be navigable and simple but not boring or
basic. It must be attractive and inviting yet professional and academic in nature. An internal
search function would also be helpful considering the great amount of information to be
provided. Most importantly, it will be clear to the user which links and content are external and
which are part of the site.
Plan
April 5-7: Gather Content (links & research)
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Spend one day on each section of the site.
April 7-10: Annotate links, etc. so users understand the context of each resource
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Spend one day on each section of the site.
April 10-11: Draft rough design using said content, and map out linkage
April 12-14: Assemble the site
April 15: Conduct usability test
April 16: Modify site based on usability test results
April 17: Conduct second usability test
April 18-19: Last minute revisions
Conclusion
The explosion of place-less online universities such as the University of Phoenix and
Excelsior College suggests that education may one day be exclusively an online endeavor. This
possibility mandates intensive interdisciplinary scholarship. It is even more important, however,
that the major players in the online education debate have a non-partisan source for this
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information and that this source makes the latest scholarship understandable and applicable to
each user group. My proposed site aspires to do just this.
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Reference List
Chen, P. D., Lambert, A. D. & Guidry, K. R. (2010). Engaging online learners: The impact of Webbased learning technology on college student engagement. Computers & Education, 54, 12221232.
Feintuch, H. (2010). Keeping their distance. Diverse: Issues in Higher Education, 27(3), 20. Retrieved
from MasterFILE Premier database.
Gibbons, H. S. & Wentworth, G. P. (2001). Andrological and pedagogical training differences for online
instructors. Online journal of Distance Learning Administration, 4(3). Retrieved from
http://www.westga.edu/~distance/ojdla/fall43/gibbons_wentworth43.html
Sitzmann, T. (2010). Self-regulating online course engagement. American Society for Training &
Development, 26.
Timmons, G. (2010). Going online to keep traditions alive and increase access. Diverse issues in higher
education, 27(3), 21-22.
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