Toward a course conversion model for distance learning: a review of best practices

Abstract

Purpose

The current literature examining the design of effective online learning opportunities recommends an array of best practices but no agreed upon and unifying model. The purpose of this paper is to survey the existing research of effective design models for online learning in an attempt to identify best practices and present a new model.

Design/methodology/approach

Through a comprehensive review of the literature, the paper identifies obstacles to developing an effective course design model for asynchronous distance education. Based upon this review, best practices are identified and a design model is recommended.

Findings

The research identifies the key components of successful course design methods and ultimately recommends a process that has eight steps which occur in three phases. The first phase, the identification phase, encourages the instructor and/or course design team to identify strategies, objectives, assessments and resources. In the second phase, design, instructors select, organize, adapt and reflect. The final phase is implementation, during which the course is taught.

Practical implications

The recommended design model has implications for practice by providing a clear structure for design activities which are aligned with the best practices identified in the research. Instructors and/or instructional designers creating online learning opportunities now have a coherent model supported by a review of the literature.

Originality/value

While a number of online course design models exist, no one model has emerged as pre‐eminent or most effective and efficient. The model recommended by this paper offers a unified model of courses design that synthesizes the most effective aspects of the extant models.

Citation

D'Agustino, S. (2012), "Toward a course conversion model for distance learning: a review of best practices", Journal of International Education in Business, Vol. 5 No. 2, pp. 145-162. https://doi.org/10.1108/18363261211281753