Formative assessment as an integral component of effective course design for online learning

Abstract

The realities of the COVID-19 pandemic contribute to the steady growth of distance (online) learning. Flexibility and availability anytime and anywhere make online courses a satisfying alternative to traditional face-to-face learning. A quality online course requires design and delivery different from those in the face-to-face class. Designing distance learning involves choosing components that encourage students and allow learners to engage with the course content effectively. In recent years, several online learning organizations, such as the Association of Educational Communications and Technology (AECT), Quality Matters (QM), and the Online Learning Consortium (OLC) have developed quality standards for online courses utilized by many institutions and faculty.