Online Course Design
Henny Breen and Melissa Robinson
“When it comes to the design of effective learning experiences, one provocative question is worth a
hundred proclamations.”
Bernard Bull
Overview
This chapter addresses how to design an online course, building on the theory discussed in Chapters
2 and 7. The focus is on the integration of pedagogical theory, principles, and best practices for
online course design, with examples provided throughout. Although there is some mention of how
technology can be used to enhance learning, it is not the focus of this chapter. There are several
sources available that the reader can access for a more “guidebook” approach to learn how to build
an online course. A key feature of this chapter is the emphasis on how collaboration is an integral
part of course design, consistent with our collaborative model.
Best Practices for Online Course Design
Many books and articles on online course design are “how-to” manuals on building a course online
that lack reference to a theoretical foundation, or if theory is mentioned, it is not integrated into the
discussion. When designing an online course, theory and an understanding of the most effective
pedagogical principles should receive the same attention as they do when planning for the face-to-
face classroom. Constructivist learning theories with applications in online course development
include cognitive constructivism, social constructivism, collaborativist learning theory, and
transformative learning theory (see Chapter 2). Models of curriculum design based on constructivist
learning theory include concept-based curriculum, backward design, and integrated course design
(see Chapter 7). Having a good understanding of these theories and models will provide the
educator with the foundational knowledge to design a new online course or put a course taught in
the face-to-face classroom online.
Pedagogical principles guide the design, implementation, and evaluation of online courses. For
online postlicensure nursing students, we believe the pedagogical approaches that best serve our
students include an integration of the different constructivist learning theories and models of
curriculum design. Online courses need to be carefully designed and ready to go within the learning
management system before the student first enters the class. This is of particular importance for
working adults because they plan their schedules based not only on the workload of the course but
also the course calendar. Further, they have the opportunity to review the course to ensure it is a
course that meets their learning needs. This may not be as much of a factor for core curricula in
nursing education because of the requirements to meet the program outcomes. However, it may
make a difference in choosing elective courses.
There is some consistency in what is deemed “best practice” for online course design. The following
best practices are recommended for online postlicensure nursing students, based on the literature,
our experience, and the experience of our students who have provided us with ongoing feedback.
Further, they are consistent with the constructivist learning theories and curriculum models we
recommend for online learning and teaching. The best practices are introduced here and applied
throughout the chapter.