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Teaching Active Listening Skills at Lily Corporation: Learning Design
In the context analysis already submitted, Lily Corporation has asked their employees to
improve their listening skills to increase the collective intelligence, spirit, and harmony of the
company (Keyser, 2013). The content analysis proposed the development of an online,
asynchronous course that uses discussion boards, multimedia, and other engaging technology to
teach active listening skills. The purpose of this document is to present the instructional design
for the proposed course entitled Active Listening. This course is designed to employ real
world, relevant scenarios that engage the students and challenge them to not only understand
what it means to listen actively, but to become active listeners.
Course Overview
The Active Listening course is an eight hour, online learning course that teaches students
how to be engaging and efficacious listeners. The course description is as follows:
Have you ever been told that you dont listen? Most people have, but dont know why.
Thats because most people think they are inherently good listeners, when in fact,
listening is a skill that must be learned. In this course you will learn how to be an
effective listener when communicating with work colleagues and customers. You will
also learn the benefits to be derived by both you and Lily Corporation when using this
skill. This course emphasizes how to employ active listening skills when communicating
with coworkers and customers face-to-face, over the phone, and via written discourse.
You will explore and practice listening skills through class readings, written assignments,
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online discussion boards, simulated video clips, audio recordings, and web-based
conferencing tools.
By successfully completing this course, you will achieve greater concentration,
comprehension, sensitivity, objectivity, and responsiveness when communicating with
your work colleagues and customers.
Measurable Learning Objectives
The following learning objectives explain how students will use the skills they acquire
upon successfully completing this course and returning to work. Students will use the objectives
to understand what they will learn, the benefits to them and Lily Corporation, and expectations
for their performance. This course design expresses the objectives through observable, external
events.
Upon successful completion of this course, students will be able to:
Recognize the difference between active and passive listening when engaging in
conversation with coworkers.
o The instructor will measure this objective by grading a written essay according to
a rubric. Students are expected to receive a grade of at least 70% to demonstrate
competency. The instructor will also measure this objective by evaluating the
students participation in the online discussion forum related to this topic.
Exercise active listening skills in different types of conversations, such as one-on-one
and in group meetings, over the phone, and via written discourse.
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o Students will participate in the different types of conversations with their
classmates. Each participant in the conversation will grade their classmates
performance according to a rubric. The instructor will oversee the conversations
and also grade each students performance according to a rubric. The instructors
grade will count for 75% of the overall grade, and the students grades for 25%.
Each student is expected to receive an overall grade of at least 70% to
demonstrate competency. Students will also produce a written essay practicing
communication via written discourse. Each student is expected to receive at least
70% to demonstrate competency.
Communicate with colleagues and customers, online and face to face, in an
emotionally neutral manner, using verbal and nonverbal behaviors that engage the
person with whom you are speaking.
o The instructor will measure this objective by evaluating the students participation
in the online discussion forum related to this topic.
Summarize the key points of the conversation and ask questions when
communicating with coworkers.
o The instructor will measure this objective by grading a written essay according to
a rubric. Students are expected to receive a grade of at least 70% to demonstrate
competency. The instructor will also measure this objective by evaluating the
students participation in the online discussion forum related to this topic.

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Theoretical Background
This online course will follow a Constructivist learning theory. The Constructivist
learning theory promotes active learning that encourages students to participate in activities on
their own and through collaboration with their peers (Harasim, 2012). In accordance with the
Constructivist learning theory, students will learn how to actively listen by testing the theories
presented, drawing their own conclusions, and sharing their conclusions with their peers, thus
constructing their own knowledge. Specifically, the activities designed for this course require
students to discuss, debate, practice, and identify solutions in a collaborative environment that
simulates real world experiences (Ruey, 2010). The instructor provides the topics for discussion,
and then guides and mediates the discussion between the students. Moreover, by offering this
course online, students have the flexibility to study and learn at a time and place of their
choosing. For example:
Karagiorgi and Symeou (2005) say that students are more apt to learn and retain
knowledge if situations posed by the instructor are relevant and meaningful in the real
world. Thus, students will engage in different types of conversations to practice active
listening in a variety of authentic situations. These activities enable students to
engage in collaborative, contextualized learning by simulating and assuming an
authentic role that is real in the authentic society (Ruey, 2010, p. 708).
Karagiorgi and Symeou (2005) suggest that designers of Constructivist-based courses
develop questions and problems that allow students to develop answers and
resolutions based on their prior and new knowledge, thus promoting constructive
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learning and higher order thinking. Therefore, students will research topics, formulate
ideas and opinions, and respond to questions or solve problems posed by the
instructor.
Students will discuss and debate their ideas and opinions with their classmates on a
discussion board. Karagiorgi and Symeou (2005) explain that when students must
explain, justify, debate, and negotiate their ideas and opinions, then learning is
dynamic, engaging, realistic, and universal.
Through collaborative learning, students will, as a matter of course, self-reflect on
what they have learned. Karagiorgi and Symeou (2005) say self-reflection through
collaborative learning is an important element of evaluation and is related to the
development of metacognitive skills and self-reflexive processes (p. 21).
Ruey (2010) says that the instructors role in facilitating learning is critical to fostering
motivation, socialization, information exchange, knowledge construction, and goal
achievement. In this course, the instructor will facilitate learning by stating objectives
and assessment specifications, providing feedback to activities, summarizing
discussions, and promoting participation and timeliness.
Subject Matter Content
This course design presents examples of subject matter content throughout. For example,
students will view a video clip of a one on one conversation and discuss the listening skills they
observe. In general, students will use course materials presented in the form of the course
syllabus, suggested readings, discussion questions, audio and video clips and other sources.
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Students will create their own course content via discussion boards, written assignments, and
activities. The learning management system will organize and present the content into four
modules. In general, the course content will consist of explanations, examples, tips, and
scenarios of using active listening skills in the workplace.
Motivation
Studies have shown that while online learning has proved to be as effective, if not more,
than face to face learning, student completion rates in online courses are still lower (Boston,
Diaz, Gibson, Ice, Richardson, & Swan, 2010). Keller and Lichtfield (2002) explain that a key to
the successful completion of an online course is the students motivation to learn. Both external
and internal forces motivate students; however, only external forces are within the scope of this
course design. Further, in a learner centered, e-learning environment, students are externally
motivated when they interact with the social, cognitive, and teaching elements of the course, the
intersection of which provides a complete educational experience (Garrison, Anderson, &
Archer, 2010).
Table 1 presents the plan to motivate students based on the ARCS model of motivation.
In the ARCS model, the course design defines a motivation plan for each category of student
behavior (Gagn, Wager, Golas, & Keller, 2005). In its entirety, the motivation plan promotes a
comprehensive learning experience by addressing one or more of the elements of social,
cognitive, and teaching.

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Table 1
Motivation Plan for Categories of Behavior Based on the ARCS Model.
Category Subcategory Motivation Plan
Attention Perceptual Arousal To start, this course will capture the students interest by
asking them to reflect on their listening skills. Then,
students will view and comment on a video clip
illustrating passive listening and common listening
mistakes. This activity is also intended to allow the
students to become acquainted with one another.
Inquiry Arousal Students will be given discussion questions that will
require them to seek out information in addition to what
is provided in the course, and ask the learner to formulate
their own opinion in response.
Variability The activities of the course will use a variety of media,
such as online discussion boards, text, audio, and video,
to address different learning styles and reinforce content.
Relevance Goal Orientation This course will clearly define goals and objectives, and
the relevance of the content to their existing listening
skills and to the students work environment. In addition,
this course will present real world scenarios for the
students to assess and discuss that represent situations
relevant to their own work experience.
Motive Matching Students will discuss their communication experiences,
and how they hope their relationships at work will
change as a result of the successful completion of this
course.
Familiarity All activities in this course will present real world
scenarios that reflect what the students experience at
work, such as group meetings and customer phone
conversations.
Confidence Learning
Requirements
This course will state goals, objectives, requirements,
and performance expectations tied to activities and
evaluation criteria.
Success
Opportunities
With clear guidelines and the presence of the instructor
as moderator, students will discuss their ideas and
opinions with their peers in a discussion forum that is
positive and friendly, and fosters feelings of success and
competency.
Personal Control This course encourages students to research resources in
addition to those provided. Also, when practicing active
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listening skills with their classmates, students will choose
their own topic for discussion.
Satisfaction Natural
Consequences
Students will participate in meaningful application
opportunities by practicing active listening skills in
conversations with their peers on a topic of their choice.
Positive
Consequences
Student will receive feedback on their ideas and opinions
presented on the discussion board, and on their
participation and performance on tasks and activities.
This course will provide guidelines to the students on
how to respond to their classmates in a positive and
thoughtful manner.
Equity This course provides assessment specification and
evaluation criteria for all activities that is consistent and
equitable.
Note: Adapted from Motivation Categories of the ARCS Model, by R. M. Gagn, W. W.
Wager, K. C. Golas, and J. M. Keller, 2005, Principles of instructional design (5th ed.), p. 115.
Copyright 2005 by Wadsworth/Thomson Learning, Inc.
Assessment Strategies
The purpose of assessments is to facilitate students construction of knowledge
(Koohang, Riley, Smith, & Schreurs, 2009). All assessments in this course are formative, thus
aligned to course and module objectives and content (Wang & Gearhart, 2006). Formative
assessments allow both the student and instructor to monitor the students performance
throughout the duration of the course (Wang & Gearhart, 2006). In this course design there are
three types of assessments: individual, team, and instructor. As part of individual assessment,
learners will formulate their own ideas and opinions, and present and justify them to their peers.
Students are also asked to utilize media, such as video clips, and identify positive and negative
listening behaviors based on their learning. This form of self-assessment will allow the students
to assume responsibility for their learning (Koohang et al., 2009). Students will work with their
classmates to practice active listening skills. At the conclusion of these team activities, students
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will assess their teammates performance based on a given set of criteria. The instructor will
assess all activities giving value and perspective to students responses through deliberate and
purposeful feedback.
Feedback
The strategies outlined in this course design, such as Constructivist learning, assessment,
motivation, and learning objectives, cannot fully address how to promote engagement and
learning without also addressing the concept of feedback. In fact, effective and timely feedback
is vital in an online, asynchronous learning environment to minimize the feeling of isolation
students may feel (Lewis & Hamid, 2006). Wang and Gearhart (2006) advise instructors to
provide prompt feedback to help alleviate learner sense of alienation, correct misconceptions,
and adjust learning progress in a timely manner (p. 72). While this course design cannot address
the specific content of the feedback provided by the instructor, it does propose strategies for
feedback that sets a standard for the instructor to follow. Specifically, the instructor will provide
feedback to the students as follows:
To promote critical thinking skills and knowledge construction, and foster a sense of
community;
In a timely manner and during conventional and unconventional work hours, such as
in the evenings and on weekends;
To assess individual items of work and overall performance, notating strengths and
weaknesses;
To highlight exemplary work;
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To encourage participation and provide deadline reminders; and
To answer questions and concerns.
At its start, this course will provide guidelines on qualitative feedback and netiquette to
the students. Instructors will provide feedback that exemplifies the quality of feedback expected
by the students. Instructors are expected to provide feedback to discussion board posts,
questions, and concerns within twenty-four hours, and to written assignments within three days.
Students can use the statistical reporting features of the learning management system to assess
their participation on the discussion board, and their progress on tasks and activities.
Course Outline
The course outline that follows provides a sequence and duration of the learning
objectives, individual and group activities, and assessments. The resources required to complete
the activities are also included. Students perform all activities and assessments within the
learning management system, except activities taking place over the phone which is naturally
beyond the scope of any such system. There are four modules in total, each estimated to require
two hours of each students time to complete.

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Table 2
Course Module Outline with Description and Sequence
Module Title Listening 101
Duration 2 hours
Objective(s) Define active and passive listening.
Describe why it is important to be a good a listener personally,
and for the company.
Identify what kind of listener you are.
Resources Online Discussion Board
Individual Activities Students will take a quiz that determines the type of listener they are.
Students will write a 700 word essay describing their perception of
their listening skills versus the results of the quiz. Students will
complete the class readings and respond to the discussion questions.
Assessment The instructor will assess the students based on their participation in
the online discussion topics and whether they address the topics
completely. Students are also expected to respond to at least one other
classmates posting.
Discussion Topics Describe the type of listener you are? Based on your understanding of
the modules readings and the definitions of active and passive
listening, do you need to improve your skills? Please explain.

Module Title Barriers to Listening
Duration 2 hours
Objective(s) Define your role as a listener in a conversation or meeting.
Explain how your emotions affect your listening skills.
Discuss the verbal and nonverbal cues that help or hinder
communication.
Resources Video clip illustrating communication between two persons, one
of which is very emotional.
Video clip of two persons communicating that illustrates verbal
and nonverbal cues.
Online Discussion Board
Individual Activities Students will view the video clips, complete the class readings, and
respond to the discussion questions.
Assessment The instructor will assess the students based on their participation in
the online discussion topics and whether they address the topics
completely. Students are also expected to respond to at least one other
classmates posting.
Discussion Topics Discuss the emotions displayed in the video clip that helped or
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hindered the conversation. Discuss the verbal and nonverbal cues
displayed in the video clip that helped or hindered the conversation.
Discuss methods you can personally use to stay emotionally neutral
during conversations.

Module Title Active Listening Techniques
Duration 2 hours
Objective(s) Explain what is meant by hearing the speaker.
Interpret what the speaker is saying.
Evaluate what the speaker is saying.
Respond to the speaker.
Illustrate online active listening skills by responding via written
discourse.
Resources Video clip of a hostage negotiator communicating with the
hostage taker.
Video clip of a group meeting.
Video clip of a one on one conversation in an office setting.
Audio clip of a conversation between two persons.
Email question/answer samples between consultant and customer.
Online Discussion Board.
Individual Activities Students will write a response to a customer question and post their
response to the discussion board for peer review. Students will view
the video clips, complete the class readings, and respond to the
discussion questions.
Assessment The instructor will assess the students based on their participation in
the online discussion topics and whether they address the topics
completely. Students are also expected to respond to at least one other
classmates posting.
Discussion Topics Explain how the hostage negotiator interpreted, evaluated, and
responded to the speaker. Assess what went wrong in the group
meeting and what the manager could have done to improve the
communication. Interpret what you heard on the audio clip. Choose
one customer question and provide a response.

Module Title Lets Listen
Duration 2 hours
Objective(s) Demonstrate active listening skills in a one on one conversation.
Show active listening skills in a group meeting.
Apply active listening skills during a phone conversation.
Resources Online Discussion Board.
Phone.
Web-based conferencing tool.
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Group Activities Students will work in pairs to perform the one on one conversation
and the phone conversation. The one on one conversation will take
place using a web-based conferencing tool. Each conversation will
last no more than 10 minutes. Students will work in teams of four to
perform the group meeting. The group meeting will last no more than
20 minutes. The group meeting will take place using a web-based
conferencing tool.
Assessment Students will assess their own and their partners performance in the
one on one and phone conversation. Students will assess their
teammates performance in the group meeting. Students will use a
rubric to complete the assessments. The instructor will assess
students participation and performance in all group activities.
Discussion Topics Reflect on your performance in the conversations, what you did right
and wrong, and how you could have improved your performance.
Discuss how your listening skills have changed since the start of this
course.
Conclusion
This document outlines the instructional design for the Active Listening course. The
design documents the course description, learning objectives, subject matter content, motivation
plan, assessment strategies, and feedback strategies. This design includes an outline that defines
components, such as the course modules, their sequence and duration, resources, activities, and
assessments. The context analysis proposed that the course be based on the Constructivist
learning theory. This document explains how the Constructivist theory has been applied to the
instructional strategies included in this course design.
The next step will be to prototype and develop this course. As a result of the detail in this
document, course developers can deploy and iteratively modify the course while still maintaining
the instructional design integrity of the course. A project plan for these next steps is forthcoming.

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