Online Teaching at Its Best: Merging Instructions Design with Teaching and Learning Research; An Overview

Abstract

More than 70 percent of universities that award degrees provide online classes. However, despite the availability of technological resources, these courses typically fail to effectively include the most effective methods of online teaching, even if they meet the requirements for online course design. Commonly, these standards tend to disregard the optimal methodologies in pedagogy and the tenets derived from cognitive research, so placing students in a predicament where they encounter difficulties in maintaining the desired progression, comprehending the subject matter, and realizing their full capabilities as knowledge seekers. This literature addresses the existing void by offering empirically-supported strategies for online instruction, online curriculum development, and online student engagement, including principles from pedagogical and cognitive sciences. Its aim is to assist educators in constructing distant learning courses and programmes that meet the needs and expectations of their students. It is a qualitative study measuring the factors influencing design with teaching and learning research in online. 500 college faculty members from private college have been selected for the study. The primary data have been collected using Google forms. The data are analyzed using the SPSS software. The secondary data were collected from a variety of sources, including books, journals, periodicals, expert opinions. Convenient sample technique is used for the study. The study concluded that with the increasing prevalence of distant learning among students, it becomes imperative for designers and instructors to reassess conventional approaches and enhance their efficacy inside the online learning milieu. Additionally, administrators also play a role in providing the necessary leadership in this context.