Intentional Design: Crafting Effective Online Courses

Instructional Design

Intention emerges as a distinct motivator for individuals, prompting contemplation on purpose, actions, and meaningful experiences. When intentionality becomes central to a pursuit, an individual finds clarity in their motivation to validate their actions. In the context of a course design, the application of intentionality signifies an instructor’s commitment to nurturing students’ learning journey fostering a supportive environment characterized by engagement and inclusivity. This approach revolves around understanding the underlying purpose of the course ensuring that every instructional decision resonates with the overarching goal of facilitating meaningful learning experiences.

Thomas Cavanagh (2020) argues that intentionally designed online classes stand out from remote teaching on the following dimensions: course quality, program structure, and support. According to Cavanagh, intentional design incorporates interactivity, accessible/universal design, copyright compliance, mobile awareness, solid instructional design principles, and many other criteria into the course design. Intentional design also considers the alignment of learning objectives with instructional content and delivery, assessments, learning activities, and learner interactions (Sennett, C., & Vasquez, D., 2020).

Highlighting the support of instructors in their teaching through the Canvas Learning Management Systems (LMS), Edward Bray offers the following practical steps of intentional design:

1. Creating strong introductions;
2. Building fluid communication and feedback loops;
3. Rethinking lecture;
4. Using peer-to-peer communication and collaboration.

According to Bray, these elements play a vital role in establishing trust, support, and empathy with students as they lay the foundation for meaningful instructor-student interactions and collaborative learning experiences. Through strong introductions and fluid communication, instructors can create a welcoming environment that fosters connections and encourages students to engage actively in the course. By rethinking traditional lecture formats and promoting peer-to-peer communication and collaboration, instructors empower students to take ownership of their learning, and build a sense of community where they feel valued and supported.

Melissa Brydon and Jill Giacomini (2020) demonstrate that intentional design entails deliberate reflection on existing course practices that can be enhanced to create meaningful online learning experiences rather than simply adhering to conventional approaches. By leveraging insights gained from traditional teaching methods and incorporating elements that have proven effective in face-to-face instruction, instructors can identify successful strategies and pedagogical approaches that can be transferred to the online setting. This analytical process helps instructors to capitalize on proven techniques while also differentiating affordances and challenges of online teaching.  

Three Approaches to Intentional Design

Intentional course design benefits from backward design, universal design for learning (UDL), and the learning experience model due to their shared emphasis on student-centered approaches and alignment with learning goals. These frameworks all prioritize a thorough understanding of desired learning outcomes before developing instructional strategies and assessments. Additionally, they promote inclusivity by providing multiple pathways for engagement and accommodating diverse learning styles and abilities.  

Backward Design

Backward design is an educational framework that involves designing a curriculum or learning experience by first identifying the desired learning outcomes or goals, then working backward to develop assessments and instructional strategies that will help students achieve those goals. The term “backward” in this context signifies a departure from the default approach, which typically starts with content. By beginning with the desired learning outcomes and tracing back the steps, this framework enables educators to consider the creation of ‘enduring understanding’ that persists beyond the classroom (Understanding by Design, p. 136). Additionally, it ensures that instructional activities are aligned with the overarching goals of the course, focusing on three crucial aspects:

1. What do we want our students to learn from the class in 2-3 years? (Learning goals)
2. How do we know they have learned that? (Assessment)
3. How can we teach them? (Instructional materials)

As Lang and Darby assert, backward design framework imbues teaching with intentionality, where intentional design is evidenced by the transparent alignment of learning materials, assessments, and objectives. They provide practical suggestions for explicitly manifesting these features in activities and assignment choices (Small Teaching Online, pp. 1-25).

Universal Design for Learning (UDL) 

Universal Design for Learning (UDL) is a framework that emphasizes the creation of inclusive learning experiences based on the diverse nature of learners and their unique backgrounds, needs, and interests. Utilizing UDL recognizes that learners bring various educational, life, and cultural experiences that shape their identities and learning styles. Through applying UDL principles beyond disability concerns, potential barriers and accessibility issues can be prevented, fostering equitable access to learning for all students (Tobin & Behling, Reach Everyone).

In the process of designing a course, UDL provides an intentional framework “to proactively build in supports that address learner variability” (Kavita Rao, 2021). Rao differentiates “learner variability” in abilities and strengths, support needs, backgrounds and experiences, preferences, and interests. By being mindful of these differences—whether they pertain to physical abilities, cultural backgrounds, learning challenges, or social/emotional needs—instructors can better support their students and enhance their overall learning experiences. When these diversities are overlooked in the design process, it can lead to barriers that hinder learning. By engaging with UDL principles intentionally in the course design, instructors lay the foundation for inclusivity.

Learning Experience Model

The learning experience model, also known as user-centered learning experience, prioritizes placing the learner at the center of the educational process. This model emphasizes that course design should consider not only how the learner interacts with the course, but also how the course design impacts and engages the learner (Design for Learning, p. 9). In intentional course design, it is crucial to address the diverse needs of students and create inclusive strategies and learning experiences that are relevant and meaningful to them.

Incorporating diverse engagement methods, including student-to-student, student-to-instructor, and student-to-content interactions, is crucial for creating meaningful learning experiences and enhancing learning outcomes. Student-to-student engagement fosters collaborative learning encouraging the exchange of ideas and promoting critical thinking skills. Similarly, student-to-instructor engagement facilitates personalized learning experiences through guidance and feedback fostering comprehension and trust. Clear communication and intentional relationship-building further contribute to an inclusive online learning environment (Small Teaching Online, Part II; Norton Guide, 93-103).

Student-to-content engagement encourages the inclusion of various mediums like texts, multimedia, and hands-on activities. Well crafted authentic assignments promote application of knowledge and problem-solving skills. Researchers argue that when instructors actively and intentionally engage with students, students “will likely respond to that attention by working harder and by immersing themselves in class content and activities” (Small Teaching Online, 46). Moreover,  instructors must ensure accessibility of instructional materials, such as closed captioning and transcripts, across different devices, and incorporate diverse representation and perspectives, including race, gender, religion, ability, and multicultural backgrounds for their content coverage (Bolliger & Martin, 2021; Howard & Navarro, 2016).

Whether you are designing your new course or redesigning existing ones to teach online, intentional design helps you anchor your priorities. By incorporating these common principles of backward design, universal design for learning (UDL), and learner experience into your course design, you can create dynamic and effective learning experiences that enhance student engagement and promote meaningful learning outcomes. To delve deeper into integrating these aspects into your course design, consider exploring a self-enrolled TO@Wake course in Canvas. Alternatively, feel free to connect with our instructional designer for personalized guidance and support.

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References 

Baker, C. K., & Hjarlmarson, M. (2019). Designing Purposeful Student Interactions to Advance Synchronous Learning Experiences. International Journal of Web-Based Learning and Teaching Technologies, 2019.

Baldwin, C. K., & Conceição, S. C. O. (2021). Becoming Effective Online Facilitators. New Directions for Adult and Continuing Education, 2021(169), 111-117. https://doi.org/10.1002/ace.20419

Bolliger, D. U., & Martin, F. (2018). Instructor and Student Perceptions of Online Student Engagement Strategies. Distance Education, 39(4), 568-583. http://dx.doi.org/10.1080/01587919.2018.1520041

Bolliger, D., & Martin, F. (2021). Critical Design Elements in Online Courses. Distance Education, 42(3), 352-372. https://doi.org/10.1080/01587919.2021.1956301

Bray, E. (n.d.). Online Learning: Best Practices for Intentional Design. Instructure. Retrieved from https://www.instructure.com/resources/blog/online-learning-best-practices-intentional-design

Brydon, M., & Giacomini, J. (2020. Bring Meaning to Online Discussion with Intentional Design. OLC Insights.  Retrieved from https://onlinelearningconsortium.org/bring-meaning-to-online-discussion-with-intentional-design/

Cavanagh, T. (n.d.). The Importance of Intentional Online Program Design. Evolllution. Retrieved from https://evolllution.com/programming/program_planning/the-importance-of-intentional-online-program-design

Cohn, J., & Greer, M. (2023). Design for Learning: User Experience in Online Teaching and Learning. New York: Rosenfield.

Darby, F., & Lang, J. M. (2019). Small Teaching Online: Applying Learning Science in Online Classes. John Wiley & Sons, Incorporated.

Fink, Dee. (2013). Creating Significant Learning Experiences. Jossey-Bass.

Ortiz, K., Rice, M., McKeown, T., & Tonks, D. (2020). Inclusion in online learning environments. Journal of Online Learning Research, 6(3), 171-176.

Rao, K. (2021). Inclusive Instructional Design: Applying UDL to Online Learning. The Journal of Applied Instructional Design, 10(1). https://dx.doi.org/10.51869/101/kr

Sennett, C., & Vasquez, D. (2020). An Instructional Design Perspective. Vanderbilt University Course Development Resources. Retrieved from https://www.vanderbilt.edu/cdr/module1/an-instructional-design-perspective/

Shi, H., Hur, J., Tang, Y. M., & Dennen, V. P. (2023). Instructional Strategies for Engaging Online Learners: Do Learner-centeredness and Modality Matter? Online Learning Journal, 27(4), 271-294. Retrieved from https://doi.org/10.24059/olj.v27i4.4038

Tobin, T. J., & Behling, K. T. (2018). Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education.

Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development.