Learning techniques have adapted to students’ evolving needs by integrating online platforms that allow remote studying into the curriculum. Creating online platforms that deliver the requisite information and are functional requires instructional design strategies. These strategies ensure teachers interact with the learner through an accessible portal reinforced with constant feedback between the two. Instructional design strategies such as accessibility and flexibility are beneficial interactive tools that enhance the educator-learner experience on online platforms and further promote communication and collaboration.
There are several strategies evident in the online course. One integral strategy of online learning is discussion. The exchange of information on a specific subject between the students is usually supervised by a teacher (Yang et al., 2020). However, self-directed learning depends on the student’s initiative to take the time to select and manage their learning activities (Geng et al., 2019). The educator may provide support, but the effort lies primarily with the student. Small group work is a valuable strategy applied to online classes. In this strategy, students organize in minute clusters and work towards achieving a task delegated by the lecturer (Yang et al., 2020). Alternatively, projects involve a group of tasks, done individually or as a group, that drive toward one goal. Lastly, collaborative learning requires the joint effort of the student and teacher in searching for a mutual understanding of the content material. Students can quantify themselves in small groups to attempt questions or complicated topics jointly. Essentially, they are learning strategies that improve accessibility to the teacher and fellow students through the online platform.
Discussion and collaborative learning are practical content retention tools that enhance retention in learning. The variety of online media provides students with vast learning preferences tailored to their learning pace. Print instruction and visual media also improve discussion between students since it clarifies the subject matter and includes terrible readers. According to Mary Burns (2021), a student’s time with the teacher or a learning object vastly improves their skills. The interactive capability of online platforms maintains a collaborative attitude between students and teachers. A reciprocal process of information change is necessary through discussing problem areas or arising questions. Additionally, the design strategies favor self-directed learning, as evidenced by the wealth of resources online platforms provide (Geng et al., 2019). Teachers can attach links to classes and provide other notations that assist students in understanding the content material outside the classroom. These methods define the usability of these strategies in online learning.
Communication in online learning platforms is advantageous to traditional classrooms due to the medium’s accessibility and flexibility. Formal learning requires students to congregate in one location; however, Mary Burns asserts that adult learners have different learning styles (2021). These styles require mobility and versatility of online class material, an aspect that is impossible in a traditional classroom (Paul & Jefferson, 2019). Moreover, communication is better and allows students to interact with lecturers personally at a time that suits both parties. Traditional classes hinder communication, if huge in capacity since it is difficult for the teacher to attend to each student. Finally, online courses are flexible and can be reorganized quickly and efficiently without compromising the learner’s finances (Paul & Jefferson, 2019). Traditional classes are challenging to set up if a complication soon arises.
In conclusion, online learning has improved education delivery to students by granting accessibility to teachers and varied media content. Communication strategies such as discussion, collaborative learning, and group work are enhanced through online platforms. Furthermore, communication accommodates various learning styles which favor adults and ensure the content they need is within reach. These platforms target efficient communication and collaboration between the student and the teacher more effectively than in traditional classrooms.
References
Burns, M. (2021). Designing effective online courses: 10 considerations. eLearning Industry.
Geng, S., Law, K. M., & Niu, B. (2019). Investigating self-directed learning and technology readiness in blending learning environment. International Journal of Educational Technology in Higher Education, 16(1).
Paul, J., & Jefferson, F. (2019). A comparative analysis of student performance in an online vs. face-to-face environmental science course from 2009 to 2016. Frontiers in Computer Science, 1.
Yang, T., Luo, H., & Sun, D. (2020). Investigating the combined effects of group size and group composition in online discussion. Active Learning in Higher Education, 23(2), 115–128.