Collaborative and Individual Reflection
Reflection is an integral aspect of the nursing profession, regardless of the specific nursing practice.
This applies to our practice as educators as well. We engage in ongoing individual and collaborative
reflection to ensure each course design is meeting the intended process and outcomes for learning.
Revisions are made as needed based on how well the course meets student learning needs and
student feedback.
Process of Online Course Design
Backward design and integrated course models, as discussed in Chapter 7, form the framework for
ensuring there is alignment between the course outcomes, assessment strategies, and learning
activities. To support learner persistence, attention needs to be given to how the course is designed
(Stavredes & Herder, 2014). Faculty involvement in course design is on a continuum from being
minimally involved to being fully autonomous, depending on the learning institution, resulting in a
number of approaches to the design process (Santelli, Stewart, & Mandernach, 2020). Course design
that is faculty led is more common in smaller online programs and ranges from having minimal
guidelines to some basic university guidelines and some faculty autonomy. Large online institutions
tend to have a highly specialized approach that includes a standardized course design with minimal
faculty autonomy (Lee, Dickerson, & Winslow, 2012). A collaborative approach, which we endorse,
involves shared expertise and ideas on how the course should be organized. Faculty, instructional
designers, and students may be part of the course design team (Stewart, Cohn, & Whithaus, 2016).
There are a number of different models for online course design that are important for instructional
designers to be familiar with. At our institution, we designed our own courses using a combination of
a simple linear instructional development process known as ADDIE, along with some important
features from Dee Fink’s (2013) integrated course design. The ADDIE process, as discussed by
Stavredes and Herder (2014), includes the phases of analysis, design, development, implementation,
and evaluation. Many other models found in the literature are variations of this linear model.
Table 8-1 provides a brief description of each phase of the ADDIE process.
Table 8-1 The ADDIE Process
Dee Fink (2013) describes the process as steps in an integrated design, as follows: (1) initial phase:
build strong primary components, (2) intermediate phase: assemble the components into a coherent
whole, and (3) final phase: finish important remaining tasks. The first phase is comparable to the
ADDIE analysis and design phase because it involves identifying important situational factors and
learning outcomes, formulating appropriate feedback and assessment procedures, and designing
teaching and learning activities, ensuring they are all integrated. The intermediate phase is
comparable to the remaining ADDIE phases because it includes creating a thematic structure for the
course by selecting and creating teaching strategies. The final phase consists of tasks that are built
into the design phase of ADDIE as well as the evaluation phase; it consists of developing the grading
system and syllabus, correcting problems, and planning for an evaluation of the course and faculty
teaching.
ADDIE and the integrated design processes are also consistent with the best practices discussed
previously. Linear models are necessary for teaching because we believe integration is a process that
starts with linear thinking and making connections. Integration, which goes beyond making
connections, is critical to nursing practice and education. Integration is very much in keeping with
our collaborative model, as discussed in Chapter 1, and the holistic model, as discussed in Chapter 4,
because different perspectives are valued, considered, and merged as appropriate for a successful
online program with very high retention and persistence rates.
The analysis section is the first step of the process and critical to the success of course design. We
have devoted Chapter 3 to understanding the online nursing student and Chapter 7 to curriculum
development. Chapter 7 provides an overview and example to demonstrate how a course fits within
the School of Nursing’s program outcomes, including course learning outcomes, module learning
objectives, assessment strategies, and learning activities This chapter is focused on the design and
development phases, which are integrated. Implementation is discussed in Chapter 9, which
addresses online teaching strategies. Chapter 6 addresses course and program evaluations.
Collaborative Design and Development Process
We have developed a model (Figure 8-1) for the design and development process based on our
experience, taking into account both the linear and integrated processes discussed previously. We
believe ongoing reflection and collaboration are needed until the course is ready to launch. It is
important to note that designing course learning outcomes is an integral part of the design process.
However, in practice, learning outcomes cannot be changed once approved by the School of
Nursing, and often the university curriculum committee, without going through what is often a
lengthy process. The role of faculty in committee work is discussed in Chapter 5 in relation to the
inclusion of online programs and in Chapter 13 in relation to faculty development and service to the
institution.