Different Approaches to Designing Online Courses at the
Post-secondary Level
Nicole Racette
1
, Bruno Poellhuber
2
and Marie-Pierre Bourdages-Sylvain
1
1
École des Sciences de l’Administration, Université TÉLUQ, 455, rue du Parvis, Québec, Canada
2
Faculté des Sciences de l’Éducation, Université de Montréal, 2 900 boulevard Édouard-Montpetit, Montréal, Canada
Keywords: Online Courses, Teaching Task, Post-secondary Education, Bimodal Institutions.
Abstract: This research aims to identify the approaches used in online courses and their impact on the task of online
teaching in three post-secondary institutions in Quebec. From 32 individual interviews and 6 group interviews,
results show that courses are offered for continuous enrollment in two institutions, and in cohort for the third.
In each of these institutions, these courses are offered asynchronously and are mainly focused on independent
learning. The teaching task usually found in the classroom is subdivided, for online courses, into a design task
and a student supervisory task that are not performed by the same people. In two institutions, course design
is done by external staff and course management is done by specialists rather than the designers. In the third
institution, regular teachers design the courses; they also manage their courses after they have been put online,
as well as managing the student support staff. Following these results, we present the advantages and
disadvantages of elearning on the task of teaching in Quebec.
1 INTRODUCTION
Digital education is becoming increasingly important
(Del Moral and Villalustre, 2012; Simard, 2018). In
France, there are eight thematic digital universities
(TDU) which disseminate educational resources
(http://univ-numerique.fr), without registering
students or issuing diplomas. As for American
universities, 80% of them offer online training
(Conseil Supérieur de l’Éducation, 2015). From 2011
to 2015, enrollment in online and hybrid courses
(online portion of at least 50%) increased by 11% per
year in Canada (Bates et al., 2017). According to
Paquelin (2016), 1,350 online courses are offered in
Canada by universities that are completely online
(TÉLUQ University and Athabaska University) and
6,450 courses are offered by so-called bimodal
universities (which offer online courses and face-to-
face courses), which represent 83% of the courses
offered online in Canada. Although each of the 18
universities in Quebec offer regular online courses
(Julien and Gossselin, 2016), only TÉLUQ
University offers all its courses online. At the college
level in Quebec, it is rather CÉGEP à distance that
takes this position. In the latter two cases, the process
for offering courses is done in a totally different way
than from campus and bimodal institutions. This
diversity of approaches used in online courses raises
a number of questions, including the impact on the
teaching task and the combination of online and face-
to-face courses into one task. Online training calls for
new practices that must always focus on quality,
accessibility and practicability (CSE, 2015).
Funded by the Social Sciences and Humanities
Research Council (SSHRC) of Canada, research has
been conducted for identifying the main approaches
used in online courses at the post-secondary level, as
well as painting a picture of what is involved in the
task of producing online courses from the point of
view of the teacher. We describe some scientific
writings for both classroom and online teaching, in
order to compare them
, as well as the broad
categories of approaches that can be adopted in such
courses. The methodology used in this research, the
results and a discussion of these results will then be
presented.
2 TEACHING IN THE
CLASSROOM
In Quebec, at the college level, teachers must do an
average of 15 hours of teaching per week, offer out-
Racette, N., Poellhuber, B. and Bourdages-Sylvain, M.
Different Approaches to Designing Online Courses at the Post-secondary Level.
DOI: 10.5220/0007671806310638
In Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019), pages 631-638
ISBN: 978-989-758-367-4
Copyright
c
2019 by SCITEPRESS Science and Technology Publications, Lda. All rights reserved
631
of-course availability and perform preparation and
correction tasks for a total of 32.5 hours per week, as
described by the collective agreement signed by the
National Federation of Teachers of Quebec (2010-
2015). In terms of university education, a teacher
must normally choose a certain number of courses to
be given for the year, varying from four to six courses,
drawn from the same list of courses that the institution
offers from one semester to another.
In both college and university, the teaching task
is very variable in terms of effort, since the teacher
can give the same course several times, or several
different courses, during the same year. Although
these courses may be new to the teacher, they are
rarely new to the institution. In the first few years of
a teacher’s career, a lot of time is spent preparing
lessons. When a teacher reaches mid-career, he
generally is able to devote much more time to the
other parts of his task, since he benefits from the
materials developed over the years, which
considerably reduces the preparation time of his
courses.
3 ONLINE TEACHING
Given its peculiarities and constraints, e-learning
requires a work organization that is different from
teaching in the classroom, which affects not only the
technology and teaching methods used, but also the
teachers’ task. Although Poitras (2016) expresses
his belief that online teaching will transform the
teaching profession, he doubts that teachers will
gain benefits from it, since in an online course, you
have to change from intuitive teaching to
programmed instruction (Loisier, 2013; Poitras,
2016), which requires much more preparation time.
Many teachers are reluctant to abandon classroom
teaching for online education fearing that classroom
teaching will lose its importance (Audet 2011;
Loisier 2013; Poitras 2016). However, some
teachers who venture to do online courses, either by
preference or by conviction, do so without proper
recognition for the work done (Poitras, 2016;
Racette et al., 2017b). Collective agreements,
adapted for face-to-face teaching, are slow to take
into account the tasks related to online education
(Bates et al., 2017). The design time of a course
offered asynchronously is much more important and
these courses requires much more refined
interventions to properly support the student who
finds himself alone in his online course. On the other
hand, in synchronous courses, all activities must be
carefully planned in terms of the content, form and
technological tools to be used. However, the greatest
constraint to making the shift to online course design
seems to lie in the ignorance of some teachers,
managers and unions concerning the work entailed
for a post-secondary teacher (Audet, 2011; Bates et
al., 2017). Thus, several teachers in online courses
decide to simply carry their classroom course onto
the design of an online course (CSE, 2015), despite
the fact that the simple transmission of knowledge,
practiced extensively in face-to-face courses, is
more and more questionable. Online courses should
offer a much wider variety of resources (texts,
videos, audio, forums, etc.) to adapt to different
learning preferences (Del Moral and Villalustre,
2012, 2013, Santo, 2006) and thus compensate for
the physical absence of the teacher. In addition, the
scientific literature shows that communication in
online courses is not sufficiently developed,
constituting a limiting factor for socialization
(Loisier, 2013; Racette et al., 2014).
Regarding the teaching task, the collective
agreements of universities and traditional colleges do
not normally take it into account online education
such as the National Federation of Teachers of
Quebec (2010-2015), the collective agreement of
UQAM (2016-2018 art.10.w07) and UQTR (2013-
2017, art.10.14), to name just a few. In spite of
everything, almost all universities in Quebec offer
online courses. Regarding Laval University (Laval
University, 2016), despite the fact that 57.6% of
students are enrolled in at least one online course out
of the 42,663 students enrolled in the fall of 2016, the
collective agreement (2016-2020, article 3.5.02) only
mentions the following with respect to distance
education: "The employer provides the support
services needed for teaching, regardless of the
teaching methods used, especially for course
preparation and for teaching a online course or off-
campus...". For the design and dissemination of
online courses to take off, new tasks must be taken
into account.
4 APPROACHES TO ONLINE
COURSES
The approach chosen for designing an online course,
by a teacher or an institution, will have a significant
impact, both on the design task and the student
supervisors’ task, and this, in terms of the time and
efforts to be devoted. Roberts (2011) divides these
approaches in online courses according to whether
they are centered (1) on the teacher, (2) on
independent learning or (3) on interaction. The
CSEDU 2019 - 11th International Conference on Computer Supported Education
632
teacher-centered approach can be adopted in
synchronous classes, where regular meetings
between the teacher and the students take place,
similar to what is done in face-to-face teaching in
classrooms. This pedagogical strategy involves a
significant amount of time to be allocated to meeting
planning, since synchronous communication tools
leave little room for improvisation, but involve less
preparation time than the design of an online course
focused on independent learning (Bates et al., 2017).
This approach also forces the teacher to repeat his
lessons with each new cohort of students. There is
no time saving for the teacher.
The approach focused on independent learning
aims to make the student autonomous in his learning
process, providing all the information and resources
he needs in the online course, so that he becomes
autonomous in his learning. These courses are
normally offered in asynchronous mode where the
interactions between students and student
supervisors consist of feedback on the work done
and answers to individual questions. This learning
strategy can be adopted in cohort courses and even
in self-paced courses in which the entry and exit of
students in the course are variable and adaptable to
each student. In an independent learning strategy,
the course being self-supporting, the teacher does
not have to repeat the same content over time, as
long as his course remains current.
On the other hand, the interaction-based
approach implies that collaborative activities are
part of the online course, which includes interactions
between students and teachers, but also between
students. Technological advances in education are
increasingly enabling this type of approach, which
is practically impossible to introduce in self-paced
courses and courses offered asynchronously
(Racette et al., 2014). Research indicates that this
type of educational strategy brings great satisfaction
to students at the level of socialization (Simard,
2018). However, these collaborative activities, to be
effective, require certain communication skills on
the part of students and student supervisors, who
must use the right tools for the right reasons, and in
a structured way (Loisier, 2013; Racette et al.,
2017a). The objective of this research is to describe,
from the point of view of teachers, the approaches
used in the production of online courses at three
post-secondary institutions in Quebec, as well as the
impacts that these approaches have on the task of
teaching.
5 METHODOLOGY
Based on a multiple case study of qualitative type,
and involving three educational institutions:
TÉLUQ University, CÉGEP à distance and la
Faculté d’éducation permanente (FEP) of the
University of Montreal. This research is exploratory
and interpretive Firstly, 32 individual, semi-
structured and recorded interviews took place,
including 10 members of the design teams
(designers or teachers), 16 student supervisors and 6
people responsable for pedagogical and
administrative policies. Secondly, a summary of the
results of the individual interviews was presented to
all relevant staff in each of these institutions, in a
video accessible on Moodle, so that staff could
confirm or invalidate the results obtained or make
other comments. Thirdly, a new summary of the
results, improved from the comments received,
served as an interview grid for the 6 group
interviews that took place with respondents who
participated in the individual interviews: one with
the design teams, and the other with the student
supervisors. Responses were analyzed using the
QDA Miner software. Two research assistants
developed the codification grid under the
supervision of the project researchers, with an inter-
judge agreement rate of more than 80%. Group
interviews have allowed us to confirm and even
refine the results obtained from individual
interviews. The collective agreements for teachers
have also been consulted
. For a better understanding
of the results, student supervisors’ citations are
identified by (S), design teams by (D) and policy
makers by (P).
6 THE RESULTS
As shown in Table 1, there are between 13,469 to
22,105 students in the institutions being studied. The
two institutions that offer all their courses online use
continuous enrollment (varying entry and exit times)
and the independent learning approach, allowing for
a very flexible and autonomous learning approach.
The only institution that offers its courses online by
cohort, but mainly offers its courses in the classroom,
also applies, in its online courses, the educational
strategy of independent learning, just like the other
two institutions, in order to save time for the teacher
since they do not have to repeat their course with each
cohort of students.
Different Approaches to Designing Online Courses at the Post-secondary Level
633
Table 1: Description of the institutions under study 2017-
2018.
CÉGEP à
distance
TÉLUQ FEP
Number of
students
13 469 22 105 15 000
Online Courses
(% compared
to face-to-face
classes)
148 courses
(100%)
435 courses
(100%)
25
courses
(<10%)
Enrollment
Mode
Continuous
education
Continuous
education
Cohort
Approach Independent learning
We describe who does what in these online
courses, the task for the teachers designing these
courses as well as the perceived advantages and
disadvantages for a teacher offering online courses.
6.1 Who Does What?
Table 2 shows that in CÉGEP à distance, the course
design is done by external staff hired on a contractual
basis for the duration of the course design, and it is
the regular tutors who supervise the students. There
are also tutors, called "resource persons", who
supervise the students. Concerning the task of the
designers, whether they are contract staff or teachers,
it consists of describing the instructions relating to a
volume or articles to be consulted as well as the
production of multimedia tools (videos, interactive
questionnaires, construction of knowledge cards,
serious games, etc.) and works to be done, exams and
their answers keys. In these cases, the designers and
the tutors work outside the institution, except teachers
from TÉLUQ University who design and assume the
management of courses, and sometimes supervise a
certain number of students; however, in the majority
of cases, they rather delegate this function to tutors,
as these teachers have expressed: "Officially, the
teacher responsible for the course is responsible for
the design, drafting, dissemination, and fourthly, the
supervision of the tutors" (D).
Table 2: Staff Involved.
CÉGEP à
distance
TÉLUQ FEP
Designers Contract
Staff
Teachers Lecturers
and
Contract
Staff
Student
supervisors
Tutors Tutors Tutors
Course
Managers
Education
Specialists
Teachers Education
Specialists
We find that there are some similarities, but
especially important differences in the organization
of work in each institution under study compared to
what is involved in online education. Our results
show that teaching, normally undertaken by a single
teacher in a face-to-face course, requires the input of
several specialists to design, produce and disseminate
courses and to supervise students and evaluate their
work and exams. Despite help being received,
dissatisfaction has been expressed. The tutors should
be too little recognized, which is also confirmed by
other research (CSE, 2015; Racette et al., 2017b).
"The supervisory staff needs to be professionally
recognized, and not just by their union" (P). "I think
that if the institution itself was more hands-on and
said, ‘Teachers, here is your place... tutors here is
your place’, that would be better." (S). In general, we
find some confusion in the perception of the role of
each.
6.2 The Task of Teachers in Online
Courses
In CÉGEP à distance, since there is no teacher, there
is no teaching task. The teaching task referred to in
the collective agreement for a regular professor at the
FEP of the University of Montréal (2013-2017)
relates exclusively to face-to-face teaching, while at
TÉLUQ University, it relates exclusively to online
courses. Thus, only in this latter institution do regular
professors design the online courses, and where the
task is recognized by the collective agreement. In this
case, the teachers, in addition to designing courses,
followup on the mediatization of the courses. They
train tutors on the philosophy of the course and the
pedagogical strategies to be implemented. Finally,
they follow up on the courses offered, with tutors and
students, in addition to developing and managing
programs. "The teachers do the program supervision,
the supervision of students and the supervision of
tutors" (D). "Some teachers supervise all their
students, others use tutors. The decision is at the
discretion of the teacher "(D). Unlike face-to-face
teaching, where the courses to be given are selected
from an already established list, in online courses
offered asynchronously, the emphasis is on the
development of new courses to enrich the list of
courses offered by the institution. The teaching task
does not diminish over time. We outline practices in
the design of online courses in relation to the two
components that replace traditional classroom
teaching, namely designing online courses as well as
the management of the offered courses and the tutors.
CSEDU 2019 - 11th International Conference on Computer Supported Education
634
6.2.1 The Development Online Courses
Designing new courses requires the production of a
course development file, which must be approved by
different proceedings. This file constitutes a project,
which presents the topics that will be addressed in the
course, the way to design it, as well as the
implications in terms of work and deadlines for the
various services of the institution
(technopedagogical, linguistic, editing, computer and
technical services as well as online publication). The
strategy adopted in this sample on independent
learning, is aimed at allowing students to adopt an
autonomous approach, since group meetings and
meetings between students are practically non-
existent.
During the design of a course, the external
designers, or teachers, normally work with several
experts, but mainly with education specialists and
tutors, with whom they must cooperate and find
compromises, in the light of their experience, the
discipline concerned and what seems to make sense
to them. ""It takes teamwork between the tutor, the
teacher and the education specialist" (P). Before a
course can be offered to students, the person
responsible for the course must carry out quality
control in relation to the work done by the various
specialists. This task is carried out by educational
specialists in the other two institutions and by
teachers in the third institution. In this last case, the
teacher must decide whether he will supervise the
students himself or whether he will delegate this task
to tutors. However, according to the collective
agreement of TÉLUQ University (2017-2022),
professors must obligatorily supervise some students
per year. To date, this practice has not yet been
implemented, requiring profound changes in the
responsibilities assigned so far to tutors.
6.2.2 Managing Courses and Tutors
The management of the courses consists of answering
the requests from production team, distribution team,
computer support and tutors. Several types of
problems inevitably arise, which may be related to the
course content, the organization of the website, the
conduct of exams, the use of the right versions of the
corrected work or exams, errors in the corrected
work, or a complaint from a student regarding
corrections or services received. "Course problems
are routine management. If there is a link that is not
functional, a series of corrected work that have errors,
stuff like that, that's part of my job "(D). The
management of the courses offered and the tutors are
relatively difficult to do for a person who does not
supervise any student in the courses, since what
happens there is relatively invisible to the teacher.
Course management therefore depends largely on the
willingness of tutors and students to inform and make
the most appropriate suggestions.
Teachers, at TÉLUQ University and educational
specialists in the other two institutions, must train
tutors in relation to the content being addressed, the
format used (the platform used, the existence of a
discussion forum, a portfolio, wikis, expert
interviews, a basic book, articles, hyperlinks to
particular sites, etc.), the characteristics of the work
and examinations used, the criteria for correction and
the feedback. They must also communicate to them
their expectations regarding the support to be given to
the students.
The tutors’ job consists of welcoming the students
to their courses by sending an email and / or making
a phone call, answering their questions, evaluating
work and exams, and providing feedback on these
activities. This last task requires the most time,
according to some respondents. "95 to 98% of the
tutors time is allocated to correcting the work" (D).
When a teacher supervises his students, he sees
for himself the good and the less good aspects of his
courses, allowing him, if necessary, to adjust them. "I
think that the first thing to do is to live in the reality
of the students, so to supervise one’s own courses"
(D). "What I would say to teachers is to supervise the
students" (P). Since a tutor works in several courses,
he receives many guidelines for different educational
scenarios and from many supervisors, which adds to
his task. In all three institutions under review, for a
variety of reasons, the tutors may differ from the
guidelines provided. The relationship with the
officals in charge and the tutors is sometimes
difficult. "There is always a problem in getting tutors
involved in meetings. You have to invest for travel
and time" (D). The institutions does not provide a
work space for tutors, oblige them to work at home.
"There are 250 members who are not there, so they
have little contact with the people who are there.
There have been difficulties for a long time between
the tutors and the institution " (D).
7 THE PERCEIVED
ADVANTAGES AND
DISADVANTAGES OF ONLINE
TEACHING
Although offering online courses completely changes
the task of a teacher who normally offers face-to-face
Different Approaches to Designing Online Courses at the Post-secondary Level
635
classes, thus requiring him to work with multiple
stakeholders, these teachers can still find several
benefits.
Expert advice and support. Throughout the course
design or the course review process, the teacher relies
more on the collaboration of experts, whose skills are
used in the various stages of the process. In the three
institutions concerned, an education specialist
provides expertise in course design, learning
strategies, technological tools to use as well as a
course revision to ensure overall consistency. A
linguistic expert reviews the texts. Other experts edit
the whole course and publish it online. The institution
then deals with the dissemination of the lessons. A
service for the dissemination of lessons advertises the
course in a directory as well as online. A service also
takes care of buying the necessary materials and
distributing them to the students.
Use of electronic tools. If so desired, and often
with the advice of an education specialist, a teacher
can use several technological tools in his class
(discussion forums, videoconferences, multimedia
video capsules, blogs, wikis, portfolio, etc.). to make
it dynamic and more to the liking of students who are
more and more skilled with technology.
Acquisition of skills that can improve a face-to-
face course. Since online education must be
programmed rather than intuitive, the development of
an online course leads to the development of specific
skills and can have repercussions on the development
of face-to-face courses.
Scheduling freedom in asynchronous courses.
Teachers in asynchronous courses enjoy great
freedom in adopting a schedule for designing their
courses, since they do not have to give their lessons
on fixed dates. They do not have to finish the design
of a course on a specific date, except to respect the
schedule they have set themselves for the
development of the course.
However, the task of online teaching, according to
the strategy of independent learning, seems to have
the following disadvantages compared to classroom
teaching.
Little or no exchange with the students. The
teacher who chooses not to supervise students does
not maintain any contact with them. The teacher loses
the pleasure and stimulation that such exchanges
provide.
Isolated work. The teaching task is mainly carried
out alone, although it requires some team meetings,
since the production of online courses is essentially
an assembly line; the work of one person begins when
the work of the other ends.
Person in charge of the work done by the team.
Although a course is the result of the work of several
specialists, the teacher is fully responsible for his
courses. In the management of the work teams, the
teacher must ensure that the criteria for quality and
deadlines are met.
Risk of abandoning teaching. The freedom to set
deadlines in course design can become a constraint
for the teacher who prioritizes other aspects of the
task, such as research. Since tasks are managed
annually and most courses take more than a year to
design, too much time allocated for designing a
course may go unnoticed by peers, but may become
apparent when the teacher is evaluated where the
assessment focuses on the quantity and quality of the
work done. The teacher may be criticized for being
too slow or designing online courses that contain a lot
of irregularities.
Teaching, without a beginning or an end.
Since
there are no real dates for starting and ending a
semester in a continuous enrollment process, as
practiced in two of the post-secondary institutions
under study, there are always active students in these
courses. This requires a continuous management of
the courses and the turors. In addition, it is difficult
for these staff members to take their annual vacations,
which involves depriving students of supervision for
a certain period of time during their course, and this,
when no replacement mechanism has been provided.
Important and constant involvement in teaching.
Unlike face-to-face teaching, where the experienced
teacher benefits from the work he has done in
previous years, the online teaching load does not
diminish over time. The teacher must constantly
design new courses and update his old ones.
8 DISCUSSION
Our results reveal extremely different realities with
the stakeholders involved. Two institutions offer all
their courses online, while for one institution, the
courses are designed by external designers, and for
the other, by regular teachers. In the third institution,
some online courses are offered, but most of the
courses are face-to-face and it is mainly lecturers who
design these courses or by experts who are external to
the institution. In all these cases, special staff
members take care of the students (tutors), which
brings its share of problems, mainly due to a lack of
cooperation between the members of these teams.
Despite the significant increase of online courses
(Bates et al., 2017; CSE, 2015; Julien and Gosselin,
2016; Paquelin, 2016), the ways of doing things have
CSEDU 2019 - 11th International Conference on Computer Supported Education
636
not been proven. The required skills for designing and
deliverying such courses remain abstract as well as
the benefits that teachers can derive from them,
especially when collective agreements do not take
into account the particularities of online courses.
A teacher responsible for online courses, as
reported in this research, has some scheduling
freedoms, but can hardly reduce the pace in the
production of his lessons during his career. In
institutions that offer continuous enrollment, unlike
face-to-face teachers who can concentrate on other
projects as soon as the teaching semester is over,
teachers in online courses are constantly called on by
one course or another, as well as by the tutors.
However, in light of the various collective
agreements that have governed the work of TÉLUQ
University teachers from the beginning, we find that
this teaching task is struggling to find its balance.
The absence in our sample concerning the
cohabitation of online teaching and classroom
teaching regarding the teacher’s task is a limiting
factor in our research. However, the scientific
literature (Bates et al., 2017; Paquelin, 2016)
enumerates several campus institutions that offer
online courses, even though collective agreements
have difficulty taking into account the task of online
teaching. There is therefore a lack of recognition of
the work done by the teachers. Since the tasks of face-
to-face and online courses are very different, would
there be any particular difficulties in managing a
hybrid teaching assignment, including face-to-face
and online courses? Other research could attempt to
answer this question.
9 CONCLUSIONS
More and more campuses are now producing online
courses. The processes for the production of courses,
far from being unique, are multiplying. The way in
which the teachers' task is designed in this present
research will surely be of interest to institutions who
are venturing into growing their number of online
courses as well as to institutions who only offer online
courses, where the capacity to imagine solutions is
crucial. The challenge is particularly important for
bimodal institutions that have to work with the
requirements for the production of both face-to-face
and online courses. Although the ideal model is not
yet necessarily established, an important
development for online courses, we believe, must
involve a revision of the teachers' collective
agreement to take into account this new reality.
Research could explore avenues for such changes, for
the skills to be developed and the organization of the
work to be prioritized, to ensure the accessibility,
quality and practicability of these online courses.
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