Online learning ecosystems: comprehensive planning and support for distance learners

Abstract

Although designing and developing courses curricula are often the primary foci for online learning, instructional considerations are just one part of an educational ecosystem contributing to the online educational quality and success for online learners. In this paper, we explore systemic planning for online learning organized around the idea of an educational ecosystem. Just as in-person learners benefit from an educational system, online learners similarly benefit from carefully planned educational systems. We draw on systemic theories and frameworks with examples from successful programs, discussing features from each of these that inform the design of online learning ecosystems, arguing that rather than an either-or approach to online and face-to-face learning, institutions adopt a both-and approach that fosters robust learning ecosystems. The paper concludes with institutional resilience and how careful systemic planning that strategically integrates online planning is key to the success of online programs essential for institutions’ future resilience.

Keywords:

• online education
• systems theory
• systemic planning and design
• online learning ecosystems
• institutional resilience

Disclosure statement

No potential conflict of interest was declared by the authors.

Additional information

Notes on contributors

Stephanie L. Moore

Stephanie L. Moore, PhD, is assistant professor in the Organization, Information, and Learning Sciences program at the University of New Mexico. She has designed and led award-winning online courses, programs, and strategic initiatives for over 20 years and published several articles and books on designing effective online learning.

Philip J. Piety

Philip J. Piety, PhD, is a learning and information scientist at the University of Maryland’s College of Information Studies. His work focuses on two interrelated areas: education technology systems (infrastructures) and the use of data for educational decisions, often using information drawn from those same digital infrastructures.