Learn at a Distance

Where should you start when designing an online course?

The SOAR² model, shown below, has two phases: identification and design:

The SOAR² (SOAR Squared) Online Course Design Model created by Steve D’Agustino provides a structured approach for converting traditional courses into online formats. It consists of two main phases: Identification and Design, each focusing on specific components to guide instructors in developing effective online learning experiences.

1. Identification Phase

• Strategies: Determine how students will acquire and apply the desired knowledge and skills.
• Objectives: Define clear, measurable learning objectives for students, specifying what they should know or be able to do after completing the course.
• Assessments: Create assessments that align with the objectives, using a combination of formative (ongoing) and summative (end-of-course) methods.
• Resources: Identify content, media, and communication tools that will support student learning in an online setting.

2. Design Phase

• Select: Choose instructional components that align with course objectives, considering the frequency, intensity, and duration of activities.
• Organize: Arrange content and assessments into modules using chunking (breaking information into manageable parts) and scaffolding (gradual skill-building).
• Adapt: Tailor content and assessments to accommodate diverse student technology skills, learning styles, and communication preferences.
• Reflect: Engage in reflective practice to continually improve teaching practices, aligning with the Ignatian Pedagogical Model’s focus on holistic and student-centered learning.

The SOAR² model encourages instructors to purposefully design each element of an online course to create engaging, effective, and well-supported learning experiences.

1. Align Learning Objectives with the Online Environment

A successful course conversion begins by ensuring that learning objectives are central, regardless of the delivery format. Simply replicating in-person activities doesn’t suffice; it’s crucial to rethink each course component to fit the online setting. Start by asking: What should students truly understand and be able to do by the end of this course? Then, design content, activities, and assessments that support these outcomes in a virtual space.

This might involve adjusting certain objectives to utilize online tools or reimagining activities. For instance, a traditional group project might become a collaborative discussion board or a recorded video presentation, giving students a platform to work together effectively at a distance.

2. Foster Engagement Through Interactive Learning Activities

Engagement is a significant challenge in online learning, where physical classroom dynamics are absent. To keep students invested, consider integrating a variety of interactive activities, such as discussion boards, multimedia content, and simulations. These activities encourage active participation and help students apply concepts in meaningful ways.

Adding tools like video discussions, peer feedback, and live webinars can bring real-time interaction to the online space, while asynchronous activities, like recorded lectures paired with quizzes or reflective journals, provide flexibility without sacrificing engagement. The goal is to create activities that connect students to both the material and each other.

3. Use Technology to Support Active Learning

Technology can be a powerful tool in online education when chosen wisely. Prioritize tools that encourage active learning and provide diverse ways for students to interact with the content.

Some examples include:

• Multimedia: Videos, infographics, and interactive slideshows can simplify complex topics.
• Collaborative Tools: Tools like shared documents or forums foster collaboration and allow for peer feedback.
• Gamified Learning: Badges, quizzes, and completion certificates add motivation and enhance engagement.

Select technology that aligns with your learning goals without overwhelming students. Often, simplicity works best: even basic tools, like digital polls or flashcards, can be highly effective.

4. Prioritize Instructor-Student Communication

Consistent, clear communication is essential in an online course, where students miss the day-to-day interactions of a physical classroom. Establish reliable communication channels, set clear expectations (such as response times and availability), and proactively reach out to students to create a supportive environment.

Weekly updates, summaries, or announcements help keep students on track and reinforce a sense of connection. Additionally, offering virtual office hours or one-on-one check-ins can give students the support they need to thrive, especially those new to online learning.

5. Support Faculty with Training and Resources

Successful online course conversion requires specific skills in instructional design and technology. Investing in faculty training—through workshops, online resources, or peer support—ensures educators are equipped to design engaging courses and effectively respond to student needs.

Faculty who are comfortable using online teaching tools are better able to create meaningful courses and address student concerns. Providing continuous support and professional development opportunities is an investment in both teaching quality and student success.

Further Reading

D’Agustino, S. (2013) Toward a course conversion model for distance learning: a review of best practices in Estelami, H (Ed.) Frontiers of distance learning in business education. New Castle: Cambridge Scholars Publishing.