eLearning is becoming the sine qua non of higher education due to its increasing popularity and numerous Learning Experience (Lx), sociological, and ecological benefits. eLearning can increase self-directed, active, social, and personalized learning opportunities. It reduces physical limitations, which can lead to higher student enrolment and more diverse, accessible, sustainable, and scalable educational opportunities. University students are increasingly into technology but digital literacy, online readiness, and completion rates do not follow this upward trend. To truly benefit from eLearning, we must increase students’ desire and ability to learn and perform in this environment.
This case study discusses the course eConcordia created for enhancing students’ self-regulated learning, self-motivation, study skills, and technological self-efficacy. Students complete a self-assessment based on the Online Learning Readiness Scale and are given best practices, tools, and techniques grounded in educational psychology and educational technology. Optimizing eLearning design for online readiness while preparing students to be autonomous self-directed learners is central to successful eLearning.
This case study will benefit faculty, instructional designers, and educational technologists in preparing students to succeed and in designing better online courses.
The research was originally published in IICEHawaii2018