The face-to-face course can be appropriate for the online environment. There are several ideas to take into consideration in order to accomplish this. Based on the technology of the virtual classroom the course information can be developed in order to be compatible. Since the form of communication has changed between student and facilitator online, this is the first major obstacle to adapt. The course information needs to be presented in a very clear and concise manner, personal communication should be easily accessible, and assessment should be understandable and constructive. The facilitator’s teaching style needs to conform to the online environment and be consistent with the course design and outcome.
lea ann,
I so agree with you. It isn't the content that isn't appropriate it is the delivery and the tools we use in the different venues. It is about design!
Dr. Kelly Wilkinson
Course content created for a face-to-face course can be appropriate for an online course as long as you ensure that your delivery method keeps the students engaged and that your information is clear and concise. You also must continually evaluate the effectiveness of your delivery method.
Brian,
What if you recorded your lectures for the online course to listen and look at notes? Would that change the content? We may have to make changes in the delivery but the content may not change at all.
Dr. Kelly Wilkinson
One reason content created for the face-to-face class cannot be used for the online course is the lack of face-to-face lectures. In my face-to-face class, the material I create and upload to the LMS are in support of the material I cover in the lectures. In a sense the lectures are foundational and the other material is supportive and dependent on the lectures.
In the online environment there are not necessarily lectures. Without the lectures the material may not be particularly useful. For example, one item I upload for my face-to-face classes are lecture notes. These notes are not very useful without the lectures as they are very much a skeleton.
Robert,
I agree with your view. They are not so different as we make it out to be. You really want students to take ownership of their learning. This is the ultimate goal.
Dr. Kelly Wilkinson
Your question differentiates synchronous and asynchronous methods of interacting with the students. All teaching and learning is collaborative requiring a commitment between the instructor and student. The content of a course can be the same or similar in both environments but the method of delivery is different. In the online setting the instructor is a ‘facilitator and guide’ to a course relying on the student to explore the content at their own pace (within a work schedule). In the on ground course the instructor is much more of a ‘director’ of content. Lecturing at a specific time requiring student attendance is essential. This can be a limitation for both the instructor and student.
I found this course quite interesting with well-developed content. It was completed over this past weekend and I recommend that other faculty participate.
Daniel,
What do you use to take the place of body language? Don't you think discussions can be used that way?
Dr. Kelly Wilkinson
One of the face to face techniques that is missing in online courses is body language. In a traditional setting, I can read the faces of the class and realize the areas that are confusing to the students and am able to elaborate on that section. In online courses I assume that the material is moderately difficult and cover it in that manner.
George,
I think we as instructors must work harder to develop student to student content in the online course. It can be done but it does take work in an online course where is can develop organically in an f2f course.
Dr. Kelly Wilkinson
Robert,
Wow, what an interesting course set as well as students. You really do have some wonderful opportunities to engage and build relevant content. Have you thought about using a blog that allows experts to discuss current issues?
Dr. Kelly Wilkinson
Online courses and face-to-face courses are honestly totally different. Students in a face-to-face environment are able to interact with the instructor and other students at the same time; while being online students and instructors may sign in at totally different times. The online learner is usually the learner who must take it upon themselves to review/read the material; while the face-to-face can interact and most of the time the instructor leads the course.
Online courses are based on convenience for the student, e.g. Discussion Boards, recorded lectures, etc. I post my office hours for direct conversation and record my lectures, case studies and offer direct access through my phone. Course content is generally based on the assignments and syllabus. Special articles are either in the faculty files (which seem to be overlooked) by others taking this seminar. But I use them quite a bit along with posting current news in the announcement area.
I do schedule special lectures for discussion of current issues such as the problems with ACA and encourage attendance.
Keep in mind that my course load consists of graduate students with backgrounds in healthcare. I have MDs through students aspiring to new careers.
The postings of our colleagues in this program have been interesting and helpful.
I'll be traveling soon to Chicago to record a special webinar on healthcare careers and for our accreditation. It should be useful in acquiring hospital contracts.
Tony,
You are right, course design is essential in an online course. I have used the discussion area to provide more spontaneous additions to the course. It does seem to work for me and the students.
Dr. Kelly Wilkinson
Tony,
Are your students required to meet with synchronously? You are right, different methods of engagement is important.
Dr. Kelly Wilkinson
When compared to a F2F course, an online course has a greater amount of asynchronous course time and less synchronous time. This means the course content must be written to account for this difference. I think it’s more challenging to develop async course material because it has to be better organized and more complete than synch course material. There’s little to no opportunity for an instructor to do minor course corrections (nautical context and not academic context) midway through the course (academic context).
At my school we are required to have meetings and office hours. A portion of our meetings must have prepared material. We could use the same tool for both (Adobe Connect). Both allow the students and facilitator to engage in a dialogue. Some students need this dialogue to help address challenges they encounter with the material. Other students prefer using email. The important thing is to provide different methods to engage with the students.
Emmanuel,
Again, this is where course design place such an important role in the course development.
Dr. Kelly Wilkinson
Emmanuel,
That is true. You have to provide course cues in different areas so students can easily find information they need for learning.
Dr. Kelly Wilkinson
Emmanuel,
I think the point made is the content can be presented online it just must be presented differently. This is the challenge.
Dr. Kelly Wilkinson
