Running Head: ESSENTIAL ELEMENTS IN COURSE DESIGN

1
Essential Elements in Course Design

Module 1 Activity 2
Presented to the
Dr. Eva Stephens
THE UNIVERSITY OF TEXAS
SCHOOL OF NURSING AT GALVESTON

In Partial Fulfillment
Of the Requirements for the Course
GNRS 5322 Educator Curriculum Design

By
Bindu Chavarat RN, BSN
Jennifer Edeogu RN, BSN
Katrina Hernandez RN, BSN
Anne Nance RN, BSN
Abigail Tippit RN, BSN
January 25, 2015

ESSENTIAL ELEMENTS IN COURSE DESIGN

Introduction
Adult learners bring an array of knowledge into their learning setting. As facilitators of
learning, it is imperative to be aware of the learners experience when planning and creating the
instructional design of a course. This paper discusses a variety of adult learning principles,
theories of teaching and learning, and various strategies to create a learning-centered
environment as they relate to curriculum design.
Adult Learning Principles
Adult learning principles can be used as guidelines in curriculum development and
instructional design of a nursing course. Andragogy, the study of adult education, holds a set of
assumptions about how adults learn (Knowles, Holton, & Swanson, 2011). One key element is
that adults are internally motivated and self-directed. By presenting appropriate objectives and
acknowledging students successful attainment of goals, the educator can assist students through
more self-directed learning and foster the learners internal motivation to learn. The instructional
design should lead the student toward inquiry and exploration. Tasks and projects, such as case
studies, and the utilization of libraries, journals, and Internet can encourage this in the learner
(Adult learning theory and principles).
Another key element that should be incorporated into the instructional design is the
concept that adult learners need to know why they need to know before they actually learn it
(Knowles et al., 2011). The educators responsibility is to increasing the learners awareness to a
specific skill, theory, or knowledge level. Asking questions that promote reflection and inquiry
will help to accomplish this goal. Exposures to learning situations that are linked to meaningful
experiences help the student identify the need to learn a new task. Pre and post assessments help
detect gaps between current knowledge and understanding gained from partaking in the course.

ESSENTIAL ELEMENTS IN COURSE DESIGN

Adults bring a variety of life experience and knowledge in both quantity and quality to
the new learning environment (Knowles et al., 2011). An effective educator should incorporate
both of these in the instructional process. Educators must be aware of the learners interests and
experiences and incite students to utilize them in their learning. Group conversations, discussion
board activities, and problem solving methods are strategies that support the sharing of
knowledge and experiences (Passmore & Morrison, 2013). Reflective learning experiences can
be used by educators to eliminate existing bias and habits that were created through experiences
(Knowles et al., 2011).
The principle that adults are more task oriented is relevant in nursing curriculum.
Therefore, teaching should include a variety of activities. For example, to complement classroom
discussion, an explanation of rationales for steps of a procedure followed by hands on experience
will reinforce what had been taught. Internships and practicum assignments promote experiential
learning (Billings & Halstead, 2012).
Theories of Teaching and Learning
Curriculum design should provide a foundation for the composition and goals of a class.
Various theorists, such as Bandura and Rogers, provide a foundation for curriculum design.
Banduras theory revolves around self-efficacy and establishing a strong belief that an individual
can perform adequately. However, learning by observation must occur before reenacting the
behavior. This means that in order to successfully learn an idea, it must be organized into images,
pictures, models, graphs or labels and rehearsed multiple times to allow successful retention and
recall of the information (Effective Learning Systems). Banduras theory provides a learning
environment that allows learners to extract meaning and organize the information that helps
retain the material (Effective Learning Systems). Individuals will generally continue learning and

ESSENTIAL ELEMENTS IN COURSE DESIGN

become self-efficient if there is a positive outcome. Thus, the design of the class should promote
positive outcomes for students to enhance the learning experience.
In order to promote positive outcomes, educators should remove factors that hinder this
process. Factors may include social or resource constraints that increase incentives to create
competent performances (Effective Learning Systems). Theorist Martha Rogers termed her
theory the Science of Unitary Human Beings. She expresses that human beings are constantly
changing along with their environment, that life processes are evolving irreversibly, and that
individuals have the capacity for abstraction, imagery, language, thought, and emotion (Whelton,
1979). This is a valuable guide when creating a model for class design and curriculum. Rogers
expounds on her theory that man and environment are changing together, which demonstrates
that manipulating the learning environment can alter how the learner engages and retains
relevant information. Guiding the learner by utilizing models, graphs, or images and stimulating
emotion will help the learner discover, retain, and recall the information learned.
Learning Centered Environment
A learning centered environment focuses on learner success and understanding. It
involves innovative and transformational teaching strategies that facilitate engagement of the
learner through meaningful learning experiences. It does not ask the question how can this
information best be taught? but rather, how can these students best learn? A learning centered
environment provides students with more experiential learning activities and allows them the
opportunity to reflect on the learning that is taking place. Incorporating this into the instructional
design of a course by first getting to know the students different learning styles, strengths, and
interests will and enhance learning.

ESSENTIAL ELEMENTS IN COURSE DESIGN

As cited by Ledesma, the National Board for Professional Teaching Standards states that
students need multiple paths to knowledge (2012). That is, they benefit from having a variety
of learning resources available to them so that each student can find the same success via
different avenues. One students strength may be writing a research paper while anothers may be
to present their research to via a technology based presentation. Both students may have learned
the same concepts but have communicated their new knowledge differently. Tomlinson believes
providing several approaches to both teaching and learning is more beneficial to the learner as
opposed to only using a whole-class instruction approach and this can be incorporated into the
course design through the use of multiple materials for learning versus a single textbook (2014).
In a learning centered environment students should feel comfortable asking questions. Showing
students that instructors are active participants and equal partners in the process to will promote
this type of environment. It will facilitate student learning and improve the instructors abilities
to offer guidance and instruction.
Campbell and Smith (1997) as cited by Fink compare the Old Paradigm of transferring
knowledge from teacher to student to the New Paradigm of teaching, which encompasses
elements of a learning centered environment (2003). In the New Paradigm, knowledge is formed
by learners and instructors together. By taking the fundamental concepts that are part of the
course curriculum and objectives, students may adapt and creatively incorporate such notions
into their own areas of interest through exploration and research and, in turn, share findings and
knowledge with other students and the instructor. This is also an example of students as active
constructors, discoverers, and transformers of knowledge in the New Paradigm and of the New
Paradigm mode of learning, which is to relate information learned versus purely memorizing
information. Assessment in the New Paradigm is continual and not simply a grade in comparison

ESSENTIAL ELEMENTS IN COURSE DESIGN

with others. Through open dialog and communication, the students and teachers can continue to
improve to meet the others needs.
Student goals in the New Paradigm help students to mature and emphasize the
importance of learning skills that facilitate a belief and commitment to lifelong learning. As
students develop and grow, so also must challenges and expectations. Keeping portfolios or
reflection journals with short-term goals can accomplish this. Students will document their
learning and progress and instructors will help students set and achieve new goals and develop
self-assessment skills. Technology use is necessary in the New Paradigm as it is important to
understand how to access pertinent information, use critical thinking for assimilation and
application, and communicate what has been learned. Simulations and hands on learning
involving technology promote active and experiential learning.
Conclusion
Instructors should no longer simply be teachers who dispense experience and wisdom to
students. Instead, they should assume the role of and responsibility to be facilitators of adult
learning experiences. In order to facilitate meaningful learning experiences, the instructors and
learners must be active participants and equal partners allowing both to communicate
information, promote retention and recall, and to develop critical thinking and these must be
reflected in the overall course design. Through such an approach to the creation of the
instructional design of a course, the overall intellectual development of both the learner and
instructor are enhanced and strengthened.

ESSENTIAL ELEMENTS IN COURSE DESIGN

References
Adult learning theory and principles. Retrieved, from http://www.qotfc.edu.au/resource/?
page=65375
Billings, D. M., & Halstead, J. A. (2012). Teaching in Nursing: A guide for faculty (4 ed.). St.
Louis, Missouri, United States: Elsevier Inc.
Effective Learning Systems. Jones & Bartlett Publishers. 81-155. Retrieved from
http://www.jblearning.com/samples/0763749753/4975-3_CH02_FINAL.pdf.
Fink, L. D. (2003). Creating significant learning experiences. San Francisco: Jossey-Bass.
Knowles, M. S., Holton, E. F., & Swanson, R. A. (2011). The adult Learner: The definitive
classic in adult education and human resource development (7 ed.). Burlington, MA,
United States: Elsevier.
Ledesma, P. (2012). Leading from the classroom: How can teachers create a learner-centered
environment. Retrieved from
http://blogs.edweek.org/teachers/leading_from_the_classroom/2012/06/how_can_teacher
s_create_a_learner_centered_environment.html
Passmore, D., & Morrison, D. B. (2013). Developing interactive andragogical online content for
nursing students. LEARNing landscapes, 6, 322-340. Retrieved from
http://www.learninglandscapes.ca/images/documents/ll-no12/passmore.pdf.
Tomlinson, C. A.. (2014). The differentiated classroom: Responding to the needs of all learners.
Alexandria, VA: ACSD.
Whelton, Beverly J. (1979). An operationalization of Martha Rogers' theory throughout
the nursing process. International Journal of Nursing Studies. 16(1), 7-20. Retrieved
from http://ac.els-cdn.com/002074897990018X/1-s2.0-002074897990018X-main.pdf?

ESSENTIAL ELEMENTS IN COURSE DESIGN

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