Designing Effective Online Learning Paths in Cloud Computing Education: Bridging Pedagogical Theory and Practice in Higher Education

Abstract

Cloud computing is a critical skill in today’s world, and nearly all universities worldwide offer online platforms to meet the high demand for computing courses. While these courses provide knowledge and hands-on practice, there remains a gap in instructional course design. This paper explores how online cloud computing courses are structured and to what extent they apply educational theories such as Bloom’s Taxonomy and Gagné’s Nine Events of Instruction. Using a qualitative, multiple case study approach, the paper analyzes three realworld examples: AWS Academy Cloud Foundations, Google Cloud Skills Boost, and a Scratchbased course developed at the University of Salerno. These cases show different approaches to managing content, guiding student progress, and supporting active learning. While some platforms focus on tools and task completion, others emphasize learning goals, feedback, and scaffolding. The study suggests that cloud platforms provide adaptability but often lack effective instructional design. Courses should focus on structured learning paths, incorporating reflection and feedback. This paper proposes a five-step framework to improve online cloud computing courses by integrating academic theory with practical delivery, contributing to digital education, and offering guidance for instructors, course designers, and institutions to enhance student engagement and skill mastery.