Using Learning Objectives to Improve Online Course Design

Using Learning Objectives to Improve Online Course Design & Delivery Dr. Chad Milewicz Assistant Professor of Marketing Romain College of Business

Outline Intro: Why learning objectives? Alternatives: How else can we design & deliver? Application: How do I use learning objectives? Results: Why do I recommend this approach?

Why Learning Objectives?

Why Learning Objectives? Faculty Name Position Contact: 812. 464. 555 Office Email

Why Learning Objectives?

Why not start somewhere else?

There are other Options… üStart with a previous syllabus.

There are other Options… üStart with a previous syllabus. ü Follow a checklist

There are other Options… üStart with a previous syllabus. ü Follow a checklist ü Start with a textbook

There are other Options… üStart with a previous syllabus. ü Follow a checklist ü Start with a textbook ü Stay traditional

But, , here is how I teach online.

First, How I Started A Colleague’s Online Syllabus Online Textbook My Traditional Syllabus , Old Blackboard 4 weeks, Summer 3, 2013

“…Some assignments are due at 5, some at traditional midnight. It gets confusing when having content in multiple areas and have to jump back and forth. . . ” “The professor did an excellent job of allowing for self-pacing which is appreciated by this non-traditional student. The coursework was challenging and well presented. ”

Start Here What should a person get from this class?

Start Here Learning Objectives CONTENT LEARNING OBJECTIVES (MKTG 305): 1. Understand basic marketing concepts and vocabulary* 2. Relate basic marketing constructs and vocabulary to consumers’ and organizations’ behavior. 3. Understand a generalized schematic of the strategic marketing process *The outline for each Exam summarizes the concepts and vocabulary highlighted in each respective module

Syllabus MKTG 305 Objective 1: • 5 exams Objective 2: • 1 Concept Assignment, • 4 Homework Assignments Objective 3: • Final Paper

Syllabus MKTG 305 1. Understand basic marketing concepts and vocabulary* CLASS MODULE SUMMARY

CLASS ASSIGNMENT AND EXAM SCHEDULE Syllabus MKTG 305 Objective 1: Objective 2: Objective 3:

Start Here Learning Objectives CONTENT LEARNING OBJECTIVES (MKTG 438):

CLASS ASSIGNMENT AND EXAM SCHEDULE Syllabus MKTG 438 Objectives 5& 6: Objective 1: Objectives 1, 2, & 3: Objectives 1, 3, 7, 8, 9 & 10 + Skill-based Objective:

Class modules developed to advance specific learning objectives Blackboard MKTG 438

Blackboard MKTG 438

Assignments MKTG 438

Support Files Explain how specific learning assignments connect learning objectives Blackboard MKTG 438

CA 2: Research Process CA 3: Constructs Measures CA 5: Research Report CA 4: Measures - Relationships CA 1: Web Analytics

CA 4: Measures Relationships • Create professional-looking tables and figures for specified descriptive statistics • Complete a specified t-test & interpret results • Complete an OLS regression analysis, report results in a professional-looking table, & interpret results CA 5: Research Report Title Page Table of Contents Executive Summary Introduction & Hypotheses Research Methods & Procedures: Data Analysis & Findings – – – Conclusions – – NOTE: You will use the same data in CA 4 that you will use in CA 5. Present specified descriptive statistics Present at t-test Present the detailed results of the OLS regression State your overall conclusion of what the analytical results mean See “Concepts to Insights” video lecture for help Actionable Insights – – Based on your analysis and conclusions, provide three specific actions See “Concepts to Insights” video lecture for help Limitations Appendix (optional)

“In short, I did not have high expectations for this class as I did not enjoy the ideal of marketing as much. However, my thoughts are completely flipped. The class and layout was perfect for my learning, and it taught me useful information!” –MKTG 305, Summer 2014 With this being my first online course, I was very concerned that I would not easily understand the material and fall behind, as I benefit with face to face learning better. However, the instructor is extremely accessible and through various means of communication. He is very helpful and takes time to ensure that the materials and assignments are fully understood. –MKTG 438, Summer 2014