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Converting a face to face course to an online course is not a cut and paste scenario. Although this process has been seen it is not a good method to knowledge transfer. The process of educating students online can be difficult if not well planned. Planning within the face to face preparation may be increased for the online development. Therefore planning a strategy should be well thought out before development begins. In this step you will want to answer the questions; what do you what to discontinue in the classroom and place online. In identifying this information you will need to ask you yourself the questions; what will work better online? What is the method of instruction I want to use; synchronous, asynchronous? This is based on the characteristics of the teacher, students, content, and delivery system (Herring& Smaldino 2001). In this process you will need to understand a large responsibility is placed on the student. So taking the slide show from the classroom directly to the internet is not best idea. However, some of the techniques being utilized in the classroom will work online.
You will want to select an array of techniques to create an environment of interest for your online learners. In this facet you want to keep your learner engaged in an active learning experience. Involvement is a key process for the online learner. In a classroom setting a student may be passive however online that isn’t the best course of action. Be creative in your online techniques, as long as you are keeping the students engaged in learning. As you look at the online development, think about improving the aspect of the class that will work better online. What activities can be created that will improve the learners ability to communicate? This would be a good time to review the treaded discussion component of your CMS. Is it presented with ease of use? You want to ensure that your CMS has a treaded discussion that your learners will have no problems navigating. Introduce topics that will simulate the communication between the learners and help guide the discussion by asking questions that will have the learner communicating back and forth with each other.
Checklist on developing Blended Education:
1. A blended course is portion of the face-to-face class time is placed online. The classroom time is reduced by 30% to 70% by online activities and identified in the course description. Identified what portion of the course you want to convert to online instruction.
2. After identifying what portion will be converted, identify what aspect within it can be improved online. Course content must demonstrate integrity. What is the background of the designer? Are they qualified in this area?
3. To ensure you are creating a better environment for your learners, you will need to select a course management system (CMS). You can easily check online and find some examples by reviewing free CMS, before investing in one.
4. You will want a treaded discussion within the CMS. Make sure it is easy to navigate for the learner.
5. You will need to build a list of required items the online learner will need to participate in the course. As well as identify the type of server you will need to provide access to the learners at all time. (Equipment and software etc.)
6. How will you structure your course? You have identified the CMS you will use; now you need to develop a plan. This based on the following:
a. Understanding who your learners are is critical. You will need to assess their background, general characteristics, and learning needs.
b. You will need to know, how many learners you are working with, are they located at different site or how many site.
c. Knowing what technologies are available to the learners is a must to the planning.
d. If this training is for the work place environment, how much time will the learner be involved.
e. Online development must take into consideration the cultural, social, and economic background of the learner. You can obtain this from the personnel records.
f. Identify the teaching strategies and media assets you will use to enhance the learning environment. Identify what worked in the class and what didn’t, what are the best processes, what needs to be revitalized.
g. Assessment is a must in the learning environment. It should be developed before the course is implemented. What steps will you take with the shy students; those that don’t are disinclined to engage in the discussion. What type of feedback will you provide to the student during the course to keep them producing and engaged?
h. You will need to develop a syllabus. This establishes the primary communication with the learner. It must contain enough information to provide understanding of the course to the learners. It must contain the frame work of the expectation of the course with clear instructions.
7. Activities are a must in online learning. You will want to build activities around communication to build better skills in this area.
a. You may want to develop a self-assessment quiz and have the learners discuss their thoughts through the discussion component. Here you will want to guide the learners to ensure tactful and diplomatic discussion is maintained.
b. You can also develop a lesson on verbal communication; highlighting variations in the pitch of your voice, how to use tone to your advantage and the speed of your speech.
8. You knowing the content and design of what the course contains are a must. However you will need to develop training for other trainers to understand and instruct this course. The skills needed to lead online instruction can be much harder than face to face. Keeping the students engaged in the learning process can prove to be challenging.
Following these step will help to develop the basic standards required for an online course. This is just a guide to help you get started in this process. Other resources are listed below that will provide you further knowledge in this process.
References:
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Herring, M., & Smaldino, S. (2001). Planning for interactive distance education: A handbook (2nd ed.). Bloomington, IN: AECT Publications.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Simonson, M. (2007). Institutional policy issues. In M. Moore (Ed.), Handbook of distance education (2nd ed.). Mahwah. NJ: Erlbaum.
Related Resources:
http://www.westga.edu/~distance/ojdla/summer62/schott62.html
http://www.cdlponline.org/index.cfm?fuseaction=whatis&pg=5
http://www.qaa.ac.uk/academicinfrastructure/codeofpractice/distancelearning/
http://www.materials.ac.uk/guides/distance.asp
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