Integrate auditory learning. Information is processed online primarily through visual and auditory senses. Visual cognitive processing can become overloaded when there are two or more sources to process. Present essential material through audio channels such as narrated podcasts, videos, and webinars. Research has shown that there is a better transfer of words when they are presented as a narrative instead of as on-screen text.
Segment material into small learner-controlled sections. Chunk information for learners within courses. A format that works well is separating each course module into weeks. Each week can be separated into three sections: Resources, Discussion and Activities/Assignments.
Provide training before class begins to introduce students to names and characteristics of the components of the online environment. If you are teaching through an established university or continuing education program, there is likely an introductory course familiarizing students with essential components of the program, such as the library, online databases, student forums, and the learning management system. If not, you will need to create an introductory course familiarizing students with all components of the online learning program that they will need to master in order to move through the program successfully. A great way to do this is to call a university or program that is similar to the program you are developing. Ask if you can audit their introductory course. Most schools offer this option if you request it. Auditing allows you to enroll in the class simply to observe the process.
Place text and graphics on the same page, close to one another to reduce the need for visual screening. When designing any online learning experience, the fewer clicks a student has to make, the better. Also, break up and chunk the information within a page. Some easy techniques to chunk information are as follows:
Create a box around text and shade it
Insert slideshows and video
Eliminate white space
Vary font size
Eliminate all extraneous material and redundancy. Any extraneous material (that is not essential to core learning goals) should be either eliminated or placed in a separate area, so that students do not process it as part of the essential core of information you present to them.