10. Step Seven: Design Course Structure and Learning Activities
10.8. Designing a New Online Course or Program
If you are offering a course or program that has not to date been offered on campus (for instance a professional or applied masters program) then you have much more scope for developing a unique structure that best fits the online environment and also the type of students that may take this kind of course (for example, working adults).
The important point here is that the way this time is divided up does not have to be the same as for a face-to-face class, because there is no organizational need for the student to be at a particular time or place in order to get the instruction. Usually an online course will be ‘ready’ and available for release to the students before the course officially begins. Students could in theory do the course more quickly or more slowly, if they wished. Thus the instructor has more options or choices about how to structure the course and in particular about how to control the student work flow.
This is particularly important if the course is being taken mainly by lifelong learners or part-time students, for instance. Indeed, it may be possible to structure a course in such a way that different students could work at different speeds. Competency-based learning means that students can work through the same course or program at very different speeds. Some open universities even have continuous enrolment, so they can start and finish at different times. Most students opting for an online course are likely to be working, so you may need to allow them longer to complete a course than full-time students. For instance, if on-campus masters programs need to be completed in one or two years, students may need up to five years to complete an online professional masters program.