How to create a WOW online cohort learning experience (Part 4)
3 mistakes I made when designing online cohort courses
Hi friends,
Hope you have been well since we last met ❤️
It's been a few weeks since the end of our Writing On The Net course. It was lovely seeing so many of our students writing about their learnings and experiences from the course, especially ones about how the course was designed.
In today's blog, I would like to share 3 mistakes I made when designing Writing On The Net as I reflected on our 4th cohort.
This is part 4 of my series on online cohort learning design. Here is an overview of the series so far:
Part 4: 3 mistakes I made when designing online cohort courses ← This post
Let’s get to it!
❌ Mistake 1: A one-size-fits-all design exists.
Initially, when designing Writing On The Net (WOTN), I held the belief that a successful design could universally satisfy all learners. If the design was right, I thought, every participant would be content with the course.
Yes, my goal should be to satisfy every customer. However, each learner has a different way of interacting with the course. It's almost always quite impossible for me to figure out ONE design that fits everyone.
Instead of asking, "What is a design that fits every learner?", the more effective question became, "How can I create varied designs to cater to the diverse learning styles within my audience?"
To devise an optimal design, it was crucial to first understand the types of learners in my course, their engagement patterns, learning behaviors, and the contexts in which they operate.
After observing four cohorts, I've identified the following learner categories:
Super members: These are the learners who engage actively with the content and hands-on application element of the course. They also have the availability to engage with other peers beyond consuming content and applying information.
Lowkey members: These are the learners whom I often overlook as their engagement is not always visible right away. I might not see them actively discussing on Discord or commenting during live class but if I look carefully, I might catch them engaging actively in the background, such as reacting to messages on Discord, reacting to peers' blog posts, talking about the course on their own, and joining one or two events from time to time. They are still active in the core elements of the course but in a more lowkey way.
Passive members: These are the learners who are a bit less active. They often don't have the availability to fully engage in the course. What they care most about in the course might only be the content delivered by the instructors. They might not have the time or energy to write daily or engage with the community.
Inactive members: These are the learners who might need a bit more support and check-in compared to the rest of the learners. There could be various reasons why they engage very little. It could be reasons about their personal life, motivation, or mental barriers.
Each learner category may require different support levels. Typically, learners start as Super or Lowkey Members. As the course progresses, some may become Passive or Inactive, while others may elevate their engagement from Lowkey to Super. The design challenge lies in crafting a framework that is straightforward and accessible to all while being adaptable enough to provide enhanced support to those who seek or need it.
❌ Mistake 2: Community matters most in online cohort courses.
In intensive, cohort-based courses, the community is a vibrant component of the collective learning journey. Participants embark and conclude their studies together, fostering a spirit of camaraderie through group activities, peer support, and collaborative efforts.
While the community is a critical aspect of our course - often leaving a lasting impression - it is not the singularly most important element.
Cohort courses are, fundamentally, courses. When making a decision to enroll, Vietnamese learners typically evaluate:
The instructor's credibility - Who is teaching, and do they have a trusted track record?
The content's relevance - What will I learn?
The practical application - How can I utilize this knowledge?
In the Vietnamese market, where learners often invest in direct access to knowledgeable instructors and actionable content, the community is on par with these elements. It's a value-add that enriches the learning experience, creating unforgettable bonds, but it's not the sole reason for learners to stay. The community is the cherished icing on the cake that enhances their journey, not the cake itself.
Community is a bonus gift they will never forget once they join the course and experience the impact of it on their learning.
❌ Mistake 3: Misunderstanding the role of Student Success Leaders (SSLs).
This is probably the biggest lesson I learned through the fourth cohort of Writing On The Net.
Student Success Leaders are alumni who return to assist with the course. Our initial thinking was simple: more learners necessitate more staff to ensure adequate support. We expected to scale our support system proportionally to the influx of students.
Certainly, a larger cohort means more tasks, but scaling effectively doesn't hinge solely on the number of SSLs.
The essence of scaling lies in creating a streamlined system that addresses the core needs of most students, usually revolving around content and practical application. The human aspect of scaling is about amplifying enthusiasm, motivation, and community spirit, not just multiplying staff numbers.
This realization led to a pivotal shift in how I view and integrate SSLs into the learning experience - they are not mere 'helpers', but rather ambassadors of our course ethos, vital in inspiring and nurturing the learner community.
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Every time we deliver a cohort, I gain new insights into how we can enhance our design. The biggest learning has always been learning to accept that the design we came up with in the beginning might not work the way we wanted as learners continue to interact with it. We must keep understanding our learners and iterating our product and design.
Special thanks to all of our staff, SSLs, and students across so many cohorts who have taught incredible lessons about learning design ❤️
I have more reflections and learnings about online learning design from this year that I cannot wait to share with you. Stay tuned!
Thank you for reading 🫶
Esther has a request. Can you not using WOW as your title. Because I always forget what WOW is and it feels quite distance from me. I am interested in the type of learner in this post, but I cannot from the topic at all.