Noted online course developer Debbie Morrison discusses in her latest blog entry the ways in which instructors can help curb what many in the field of online education know to be true: cognitive overload is rampant among online students.
This entry is the first in what Morrison says will be a four-part series “that presents instructional strategies addressing the unique needs of online students.” And the greatest of those needs, she argues here, is support.
Morrison’s post provides a learner support framework and outlines for instructors the three self-directed learning phases of learners, as well as three phases of instructor support for learners.
The framework Morrison presents is based on Stephen D. Lowe’s 2o05 study that focused on Providing Academic and Relational Support (PARS) to distance learners in an effort to curtail high attrition rates among adults in distance education.
Part II: How to support the dependent learner