Features of High-Quality Online Courses in Higher Education: A Scoping Review
What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Online Learning Consortium
2023-03-01
|
| Series: | Online Learning |
| Subjects: | |
| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3411 |
| _version_ | 1797328094688706560 |
|---|---|
| author | Alysia Christine Wright Timothy Cameron Carley Raisa Alarakyia-Jivani Sameer Nizamuddin |
| author_facet | Alysia Christine Wright Timothy Cameron Carley Raisa Alarakyia-Jivani Sameer Nizamuddin |
| author_sort | Alysia Christine Wright |
| collection | DOAJ |
| description |
What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions.
|
| first_indexed | 2024-03-08T06:46:01Z |
| format | Article |
| id | doaj.art-363b0504911c41639d7bcbe8dfbd8add |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:46:01Z |
| publishDate | 2023-03-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-363b0504911c41639d7bcbe8dfbd8add2024-02-03T07:55:32ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302023-03-0127110.24059/olj.v27i1.3411Features of High-Quality Online Courses in Higher Education: A Scoping ReviewAlysia Christine Wright0Timothy Cameron Carley1Raisa Alarakyia-Jivani2Sameer Nizamuddin3University of CalgaryUniversity of CalgaryUniversity of CalgaryUniversity of Calgary What are the features of high-quality online courses in higher education? In this scoping review, we explore peer-reviewed scholarship related to the features of online learning in postsecondary contexts. We searched ERIC (EBSCO), Education Research Complete, and SocINDEX with Fulltext to retrieve peer-reviewed literature from 2010-2022 pertaining to features of online learning in higher education. Two reviewers independently conducted the initial title and abstract screening (n = 1,574), full text review (n = 483), and data extraction of the included articles (n = 38). Using thematic content analysis to explore the data extracted from each article, we found that the literature predominately included scholarship related to quality online course design, instructor facilitation in online courses, quality assessment of online courses, and student engagement in online courses. The breadth of these themes included a multiplicity of strategies and approaches to consider when designing online learning experiences. We recommend that administrators, faculty members, and instructors responsible for designing online courses and programs for postsecondary contexts continue to incorporate these considerations to promote high-quality and consistent online offerings. We conclude the review by presenting four high-level considerations to guide these discussions. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3411online learninghigher educationcourse designquality |
| spellingShingle | Alysia Christine Wright Timothy Cameron Carley Raisa Alarakyia-Jivani Sameer Nizamuddin Features of High-Quality Online Courses in Higher Education: A Scoping Review Online Learning online learning higher education course design quality |
| title | Features of High-Quality Online Courses in Higher Education: A Scoping Review |
| title_full | Features of High-Quality Online Courses in Higher Education: A Scoping Review |
| title_fullStr | Features of High-Quality Online Courses in Higher Education: A Scoping Review |
| title_full_unstemmed | Features of High-Quality Online Courses in Higher Education: A Scoping Review |
| title_short | Features of High-Quality Online Courses in Higher Education: A Scoping Review |
| title_sort | features of high quality online courses in higher education a scoping review |
| topic | online learning higher education course design quality |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/3411 |
| work_keys_str_mv | AT alysiachristinewright featuresofhighqualityonlinecoursesinhighereducationascopingreview AT timothycameroncarley featuresofhighqualityonlinecoursesinhighereducationascopingreview AT raisaalarakyiajivani featuresofhighqualityonlinecoursesinhighereducationascopingreview AT sameernizamuddin featuresofhighqualityonlinecoursesinhighereducationascopingreview |