The one factor that makes face to face content not appropriate with an online course is you need more tools to aid the student in mastering the subject. In many cases, the students are going to have to be self-disciplined and lean the materials on their own. A power point is a great start for the online learner but they will need more information than this to master the subject.
I too teach in a culinary arts program. Taking the on line information and putting it into a pratical aplication must be modified to help the student learn the skill
Face to face is not as independent as online.
The student is able to ask the instructor questions right then in the classroom. Whereas, in an online they can research it for themselves then submit it to the class for discussion.
Most of the materials that you use in a F2F course can be adapted for use online. But the key is to review the materials and assess how they will fit a particular need in an online class. Things like PowerPoint lecutures may be broken into segments and used to create mini-lectures that can be effective in the online course or they could be used in a synchronous lecture meeting (if your course uses these. We have to adapt the material to fit the need not just jam our existing material into a file and call it online.
On-line classes in the technology field is a challenge. For instance, if the course contains the need to replace components of hardware in a desktop or server this can be supplemented with illustrations but does not necessarily accomplish the goal of having the student comfortable with the tools necessary to repair/troubleshoot devices. Each course is different and needs to be carefully weighed to see if it can be offered on-line.
For instance programming could be offered on-line, but the instructor needs to provide examples of sample code that students can base their development expertise on.
Keeping in mind what technical tools best facilitate the needs for the course and the students. Constantly evaluating and improving.
Gail
I definately see your point. I will ask periodically during live chats if students have questions or concerns; they all reply no. Then at the end of the lecture and some students already logged out many questions will come forward. You would think typing an online question would be easier than f2f, but it is not the case.
Great point you made.
F2F content does not always transfer over well to an online course. The course content needs to be arranged for the course content using the 4 O's. It is important for the student to know in the online environment that the instructor is present from beginning to end of session. When developing the course layout it is important to think about the instructors style. F2F versus online the delivery method is not always synchronous.
The format and structure of a face to face course may not provide the same opportunity for transfer of information in an online environment. So while the content may be appropriate for either setting, the delivery and structure of the content will vary. For example, the content prepared for the face to face course may have been structured into a format that relied heavily on synchronous interactions. So, the layout of the online course may require some modification to content to make it more appropriate for the asynchronous delivery methods. Some material may need some tweaking to form it into a discussion board exercise, or a group project, etc.
Of course the style of the instructor must also be taken into consideration to ensure the layout/format matches his/her style.
As we learned in this module, we will want to consider what it is we want the students to learn; what is the best way to present that content; what technological applications are available to present the content and how can we stimulate student interaction and engagement? Once the content is transformed for the online environment, the key is to continue to assess and evaluate to ensure it provides a rich learning environment for the students. New technologies continue to emerge and the instructor should take time each session to review the course and consider what, if any, changes to format, delivery and structure need to be made.
I find that online courses may not allow a facilitator to access when a student is not fully understanding the content. For example, in a face-to-face classroom I have the ability to assess the facial expressions of a student. Also I can ask very basic questions with very little threat expressed by asking, do you understand that? It may be easier for the student to speak up in a class rather than actually type in online that they do not understand.
It can be appropiate as long as the content is tweaked toward the communication tool you are using.
Yes, not to be judgemental but it is important if I see my student snoozing through my lecture.
do you have any of your students record themselves cooking? Could you use some time of venue similar to a youtube? I know that type of venue is used in capturing student teaching. Thoughts?
I also think that there are simulations that can be used to engage those hands on learners. We tend to think of just keying in things and reading but learning objects can be used and used effectively.
I am a Chef Instructor as well. I can see how some subjects can be taught on-line as well as some of the lecture part of my class. In fact, I'm sure my students would welcome the change of venue. Although the typical hands-on student is never thrilled to do reading or anything relating to academics, the interactive process of on-line learning may grab their interest! I would enjoy designing an on-line version of my pre-lab lecture. Students could anticipate next lessons and be able to review lectures on-line. I have friends working in other schools and post exams and assignments on-line. The time-savings I'd save on grading could be applied to more lab opportunities.
Course content that is designed for face to face delivery must be modified for use online. The student will have the onus of accessing it, manipulating features of the online classroom, and completing assignments. They are able to “take the class†when and where they want so there is tremendous flexibility in online courses but the element of fear must be alleviated. I actually think that is a fear of the unknown, but when technology is used and all of the whistles and bells are employed, we must remember that we are conveying knowledge not dazzling the student in technology. Three components of an online course to ease students into that mode of study are the syllabus, the letter of introduction and course expectations. These three documents contain the how-tos and the tools the student will need to use those enhancements that the instructor incorporates. I never assume a student that has had online instruction is seasoned enough not to need the guidance, as what I use in my courses may be very different that what my colleagues use. One of the critical points is the testing of online courses with myself and my colleagues to see if there is a gap in understanding as far as the use of the virtual classroom. Is the class engaging? Is it accomplishing the goals that I mean to accomplish? Once students have experienced the classroom, I want to continuously evaluate my methods so that I can make changes on the fly as well as reflect later on major revisions that might benefit the effectiveness of the course. I also want to look for new and different technologies to use in the classroom for the student. Students have to want to open that virtual classroom door then engage in the components of the class.
Well, I teach in a culinary arts program, therefore, while a lot of the supporting materials and information can be potentially delivered in an online format, there are some componenets that simply cannot be accomplished with this method! Could you bake me a virtual cupcake? Can I create a virtual plate du jour? I think that the idea if a hybrid program could be a great delivery choice it would definately require some hands-on synchronous learning! I think I need to think about this some more. I would be curious what other lab-type instructors had to say about this topic...?
You are correct, be careful though, not all face to face courses can be modified by supplementing; many take more than that.
Providing a unit lecture in a video or MS-PowerPoint format may not be an effective instructional method for all students. Some students may need an interaction with the instructor or fellow students to clarify information, or simply to fill a need of being part of a learning community. A face-to-face course can be modified to become an online course by supplementing it with interactive educational tools and technology.
- Bill Lembke
Good point! It is not about the content, content what it is, it is about the delivery!
