After several trips to Pittsburgh in the past few years, I have learned to turn off my GPS navigation system when driving through the downtown area with its tall buildings, numerous highway exits, over-passes and bridges. My GPS loses the signal and begins offering less than helpful suggestions at a time when the importance of a clear useable navigation system is most critical.
A colleague shared with me an incident with a student requesting a refund when, after week four of an eight week math course, they had yet to log into the publisher’s course site. According to the student they had logged into their Blackboard course and perused the course space but were unaware of the need to log into the supplemental publisher’s site, where the quizzes were to be completed. Of course, by week four, they were already halfway though the course and had missed several quizzes. When the instructor suggested they drop the course, the student stated they were not made aware of the second site and therefore should not have to pay for the course.
Unfortunately, this isn’t the first time I’ve heard these kinds of concerns and it seems to me that this is yet another example of how important it is to make clear the expectations early on in the semester or term. One way to help avoid these problems is to consider the course interface from the student’s perspective.
In a Quality Matters research project, Does Findability Matter? – Findability, Student Motivation and Self-efficacy in Online Courses (2012), researchers found that time-on-task, student self-reported difficulty and frustration levels were significantly higher for students enrolled in control group (non-QM-recognized) courses. On the other hand, students enrolled in the experimental group (QM recognized courses) reported a significantly better experience in regards to ease of finding course materials and assignments. The were more likely to enjoy their course experience and to recommend the course to friends. Instructor ratings were higher and frustration levels, lower than for the control group.
“Findability” was rated using QM Standard 6.3 – Navigation throughout the online components of the course is logical, consistent, and efficient.
When preparing the course ask a colleague and / or student(s) who are unfamiliar with the course, to look over the homepage and provide helpful suggestions. Here are some questions for which they might provide feedback…
- Is it obvious where to begin?
- Can you easily find the course syllabus?
- Is it clear how to contact the instructor, when they are available and when students can expect a response?
- Are the course goals and objectives clearly stated?
- Is the schedule of assignments and course activities easy to find and understand?
- Can students easily navigate to ancillary materials (e.g. publishers quizzes)?
- Can you see at first glance how to find both technical and course-related assistance?
Keep in mind that people are different and will intuit where to find things by their own experience with similar interfaces. Although you may feel that putting all of the important information in one place (such as the syllabus) should suffice, your students may benefit by finding the same information in multiple locations – or rather – multiple paths to the same information.
These considerations may seem obvious but getting a second or even third perspective can help to ensure students can easily navigate the course and focus on the learning, as opposed to getting lost along the way.
Simunich, B., Robins, D., Kelly, V. (2012) Does findability matter?. Quality Matters.org https://www.qualitymatters.org/files/webform/Quality%20Matters%202012%20Findability.pdf