health, we cover the fundamentals of toxicol- ogy, industrial hygiene, environmental health management, risk assessment and communi- cation, and occupational and environmental health science. We use teaching strategies outlined by the Association of College and University Educators (ACUE) to foster stu- dent engagement and participation. These strategies include learner-centered teaching, active learning, cooperative learning, induc- tive teaching and learning, clear instructions, and fair and equitable assessments. To improve student learning, we incorpo- rate a learner-centered teaching approach to enhance student learning through thought- provoking class activities that challenge their critical thinking (Wohlfarth et al., 2008). Learner-centered teaching focuses on the learner and amplifies their voices to create learning opportunities that better prepare students for the demands of the changing world and deeper learning (Bremner et al., 2022). Active learning involves participation in activities such as reading, writing, and discussion (Torralba & Doo, 2020), which improve knowledge retention and provide an opportunity for a deeper understanding of the material (Wol et al., 2015). Moreover, in an online class, discussion is an important component, creating an opportunity for stu- dents to interact in the virtual platform. Cooperative learning, implemented through group projects, involves students working in small groups and helping each other in class activities (Slavin, 2014). Studies have shown that this approach creates a suitable learning environment for students, strengthens their skills (Keramati & Gillies, 2022), and facili- tates students being more willing to contribute to class activities (Sugino, 2021). Inductive teaching and learning involves methods such as inquiry learning, problem- based learning, project-based learning, case- based teaching, discovery learning, and just- in-time teaching, which in most instances have been found to be more eective than tra- ditional teaching methods (Ktoridou, 2010; Prince & Felder, 2006). These methods are achieved via class assignments and discus- sions that incorporate real-world experiences into the class to challenge the students to think critically. With inductive teaching, it is important to ensure that instructions, includ- ing expectations for class activities, are clear throughout the syllabus.
In addition, a fair and equitable assessment of class activities is a priority and is achieved through a variety of techniques such as pro- viding comprehensive rubrics, using blind grading features, and running plagiarism checks—all of which the three top-rated LMSs provide. In this article, we describe some of the for- mats and components used for online teach- ing of environmental health and provide examples of some of the class activities used to meet the needs of our students and ensure the eectiveness of online education. To ensure students receive a quality online learning experience, we incorporate tech- niques into the courses with the assistance of course storyboarding. Storyboarding is a crucial step in instructional design for online courses, serving as a visual representation of the content, structure, and flow of the course. It is a planning tool that outlines the sequence of information, interactions, and assessments in a systematic and organized manner. The primary goal of storyboarding is to ensure the eective communication of instructional content and a seamless naviga- tion for learners through the course material (Ertmer et al., 2013; Merrill, 2013; Morrison et al., 2019; Smith & Ragan, 2005). Storyboarding includes the following key considerations: • Visual representation: A series of panels or slides that represent dierent sections or modules of the online course. Each panel includes visuals, text descriptions, and indications of interactivity or multi- media elements. Instructional Design of Online Courses • Content outline: A detailed outline that specifies the learning objectives, key con- cepts, and supporting information for each module or section. This outline helps instructional designers to maintain a clear focus on the learning goals. • Navigation and interaction design: Navi- gation pathways within the online course indicate how learners will move from one section to another. Interaction elements (e.g., quizzes, discussions, multimedia pre- sentations) are also planned. • Media integration: Visual and multimedia elements (e.g., images, videos, audio clips, interactive simulations) are incorporated
to ensure a balanced and engaging online learning experience. • Assessment strategies: Assessment meth- ods and activities (e.g., quizzes, assign- ments, discussions, other forms of evalua- tion to measure learner understanding and retention) are detailed within the course. • User interface design: User interface and overall design aesthetics are detailed in wire- frames or mock-ups of the online course interface to ensure a user-friendly and visu- ally appealing learning environment. • Feedback and iteration: Early feedback is sought from subject matter experts, other members of the instructional design team, and any involved parties in an iterative process that helps refine the course design before development begins. Announcements At the beginning of each week or selected period, an announcement is posted to the stu- dents outlining expectations, due dates, and suggestions for a better class outcome. In addi- tion to these announcements, the LMS has a calendar section to remind students of due dates and tasks. It is imperative that students in an online class get a summary of the week’s lesson. This announcement minimizes ques- tions from the students that aect faculty time. Clarity of courses is crucial for an online class to help reduce the pressure of not being physically on campus. Online courses pro- vide a unique flexibility that fits into students’ schedules, allowing them to enroll in classes without geographical limitations. Further- more, it allows many employed students the flexibility to complete their coursework around their work schedules. Last, the LMS can send direct emails to enrolled students. The follow- ing is an example of a weekly announcement: Expectations/assignments for the week: 1.Participate in and complete the discussion. 2.Remember that Chapter 50 will be part of the multiple-choice exam. 3.Your discussion is due on [date], at 11:59 p.m. (Your initial response is due on [day, date, time].) Syllabi The use of a comprehensive syllabus cannot be overemphasized. Essential components of a syllabus include class information such as course title, course number, instructor
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June 2025 • Journal of Environmental Health
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