Based on the asynchronous nature of online learning, materials need to be adjusted to accommodate this environment. Again, adjustments need to be made depending on the topic - when teaching a more technical topic such as math or insurance coding or medical terminology, there needs to be sufficient interaction and practice opportunities to master the skill - I try to incorporate synchronous opportunities as well as making myself available via phone for those times when a student may need some additional tutoring or help walking through a coding scenario. For these times, I would say, personal and timely intevention even in the online environment is essential to the success of the student.
Susan
so true! body language, facial expressions, hand signals all communicate what one is stating. so online communication (not having these) has to be more clear, more enunciated so students do get that clear message.
I would think that most courses created for F2F can be transfered to on-line. I do agree that there would be some hurdles and potential changes to be done, but most should transfer. I believe the biggest difference between F2F and on-line is the comfortability of the student. Does the student need that physical interaction and communication? Can the student be motivated enough for on-line coursework? things such as these are mre student oriented than class oriented. I believe most can transfer over, it is a matter of preference for the student.
I believe some course content used for face-to-face courses can be used for online courses. However, it requires a tremendous amount of work to complete a course transformation. Both classes require you to consider the learning objectives, how are performances measured, and the selection of delivery method. Why all of these items must be done for both course formats, they may not always be the same when you use online and face-to-face.
Communication is important in both format however as other have said, within the online environment communication is heighten. It is far easier to misunderstand what is being stated when you are in an online environment.
I worry about that as well. I am having issues with student retention from students who sign up for the course but then never log on. The only direct mode of communication is email and when they do not respond to email I am unclear as to whether I should call them personally or not.
Actually, it can be appropriate. However, the content may need to be revised both in terms of meeting clearer objectives and in terms of correlating with the technology and delivery methods.
Suzanne
In a face to face course, interaction between students and instructor is immediate and abundant. Feedback is also immediate. Questions and misunderstood information can be addressed and clarified right away. At the same time,through observation, instructor always knows when students need motivation. In an online environment, students need to be motivated using other means. In order to keep students motivated, the content in an online environment must be presented in a simple and precise manner. Instructor also needs to strategize the way to communicate important information to the students ahead of time.
I don't think that content developed for a FTF course "can't" be appropriate for an online course, but I do think that it is wise to tailor it specifically to the online environment. For instance, a lecture that was originally prepared for a FTF classroom may need to be modified to include breaks in the presentation of information where the instructor can solicit responses from the online-chat students.
Primarily, the instructor must recognize that the format of FTF and online courses is different, and that student participation is likewise different.
It's a different ball game. A F2F class means continual interaction while in the classroom. Questions are answered immediately if the student doesn't understand. There is immediate discussion and examples given. Doing this online is completely different. I find I have to anticipate questions before they come. I have also learned as I've taught classes repeatedly to remember those questions from previous cohorts.
In the face-to-face course instructors normally use lectures, but on the Web the linear presentation of materials included in a lecture is not effective. To replace written lectures in an online course several instructional articles and/or Web sites that reduce the major concepts dealt with in the lecture are more appropriate. Online instructional information should be short and concise modules that communicate relevant and important information to support concepts, procedures, and/or performance-based skills.
Aida,
That is true. My online students can now watch my lectures on their phones. They take their phones everywhere! They may be watching my lectures in a bar. We can control the external environment!
Dr. Kelly Wilkinson
Angela,
Yes! Maybe we should create a "deer caught in the headlights" signal or sign that students can use when they are clueless. Much like a "like" button :)
Dr. Kelly Wilkinson
Margarette,
You are practicing good workload management. I too use some stored templates but I also use other ways communicating. You are responding to students needs.
Dr. Kelly Wilkinson
Margarette,
Great points! You sound like you plan very deliberately in the online environment. (I suspect in the f2f environment too) I hear more and more in these posts about the Socratic method of teaching and learning. I agree with you; how spontaneous can an online post be. . .
Dr. Kelly Wilkinson
Tracy,
Yes, and that come from them! I wish the love of learning was the main motivation! This added to time management can be a great combination!
Dr. Kelly Wilkinson
Aida,
Yes, FERPA is online also! This is one reason I do not take phone calls in my online course.
Dr. Kelly Wilkinson
Aida,
You are right and you can't control the environment they participate in the online course. Great points!
Dr. Kelly Wilkinson
Hi Dr. Wilkinson
I have found that I need to be very specific with information online. In my f2f students can see my facial expressions, body language, and hear their peers ask similar questions.
Online students read the information whenever it is convenient for them and it needs to be broken down to avoid any misunderstanding.
Aida
Hi Margaret
I too call students only when they ask for a call because they are still having difficulty understanding the assignment.
I have also taken and broken down the assignments using "bullets" in hopes that this will help them understand what is required from them.
Aida
Dr. Wilkinson,
That is true because when I teach in the traditional classrooms, I assume that my students are listening and then why I ask a question, they have no idea what I am talking about.
