Issue link: https://www.massageandbodyworkdigital.com/i/465652
platform and technological design supports the course. Additionally, what theories/ methods ground the educational design, and how does the course refl ect that? WHAT ONLINE LEARNING LOOKS LIKE First, it is very important to distinguish between e-learning and online learning. E-learning is a broad category that includes the use of almost any type of technology in a course— computer, video, audio, etc. Video- and book-based distance education courses with online tests can be considered e-learning. Online courses are a narrower category. They are taught through an Internet-based platform, and online course technology includes both the platform the course operates in and the development (authoring) tools the course content and activities are built with. Platforms range from simple online tests to full-on complex learning management systems. The more robust a platform and authoring tools, the greater the opportunity for innovation and interactivity. A high-quality course built with advanced authoring tools can integrate more educational, engaging, and interactive instructional design. The more advanced platforms offer the greatest advances in competency-based learning design. This is why the most reputable universities are integrating online learning and have entire departments for online course design and technology. At this time, it is rare to fi nd an online course in the massage profession that employs advanced educational theory and complex technological design. Wider adoption of key concepts of online learning could signifi cantly improve the competence and quality of massage education at the entry level and in continuing education. hile the massage profession may be slow to adopt advanced forms of online learning, the infl uence of online technology and its capability to improve learning though design is changing the overall educational landscape. We can be sure this trend will infl uence massage education signifi cantly in the near future. Today it's inspiring review of our current (and often antiquated) theories and best practices for teaching and learning. Some educators might argue that using technology for massage education decreases the quality of learning or suppresses the artistic, intuitive side of massage. Those who describe themselves as kinesthetic learners— and therefore claim that online learning does not work for them—may have yet to experience the more advanced designs that offer an entirely new, highly effective, and engaging learning opportunity. Like any physical skill, the palpatory and motor skills of massage are still best learned through hands-on practice. And entry-level massage technique is still most effectively learned with a teacher present who can guide the student in specifi c movement skills. However, massage is far more than a series of movements. As massage therapy gains acceptance as a legitimate health-care profession, there are expectations for practitioners to have solid foundations that inform their treatments. There is a signifi cant cognitive component to skilled massage treatment and decision making in the clinic. For instance, a practitioner treating clients with musculoskeletal conditions must have not only good technique, but also a substantial level of knowledge, reasoning/ analytical skill, and complex decision-making ability. These latter components could arguably be better taught with certain advanced forms of online courses. New research in learning shows that the quality of instructional design is far more important than the method of delivery (online versus classroom) when determining outcomes. Consequently, an online course with very high-quality instructional design can produce superior results to a poorly designed classroom course, and vice versa. Quality in courses runs the gamut in all fi elds of study, regardless of method. To fully appraise how effective online learning might be, it is important to know more about the course itself: who authored the course content, who designed the learning elements in the course, and what