The principle of least disruptive online course design: Balancing innovation, pedagogy and student learning

Brad Garner and Tiffany Snyder
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Brad Garner: Innovation & Partnerships, National and Global Campus, Indiana Wesleyan University, USA
Tiffany Snyder: Innovation & Partnerships, National and Global Campus, Indiana Wesleyan University, USA

Advances in Online Education: A Peer-Reviewed Journal, 2022, vol. 1, issue 1, 32-44

Abstract: Amid the highly competitive world of higher education, colleges and universities continue to search for bright shiny objects that can be leveraged to set themselves apart from the pack and attract and enroll new students. Most recently, this quest has focused on the use of digital technology. That can be interpreted as both good news and bad news. The good news is realised when colleges and universities discover new ways to enhance retention and graduation rates. It becomes bad news, however, when the glitz and glamour of a new digital tool are perceived as more critical than impacts on student learning. The Principle of Least Disruptive Online Course Design provides a template for faculty and course designers as they plan to use new technology in online courses. The inclusion of new and different technologies in course design, although well-intentioned, can adversely affect student learning if not accompanied by opportunities and resources that: 1) validate the appropriateness of digital tools and their purpose; 2) promote faculty-use competency; 3) promote student-use competency; 4) provide guided application; and 5) allot ample time and resources for learning and engagement.

Keywords: course design; innovation; digital disruption; transliteracies; learning (search for similar items in EconPapers)
JEL-codes: A2 I2 (search for similar items in EconPapers)
Date: 2022
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