Lisa,
You are right, it is all about delivery! Content is content.
Dr. Kelly Wilkinson
Susan,
Great point! You seem to have a variety of ways to create an interactive course. We have to remember just because a course is f2f doesn't make it perfect either ( or interactive).
Dr. Kelly Wilkinson
susan,
True! Do you think you could come up with code words students could use to replace the body language, facial expressions etc. . . I am just thinking about this as a research project. . . .
Dr. Kelly Wilkinson
Nate,
You make a great point! It is really the students' choice on how they connect to the course and to you and the other students. All the design in the world cannot determine if a student has the motivation to the initiative to finish.
Dr. Kelly Wilkinson
Sherrilyn,
You are correct! I want to ask, why would we make the online course just like a f2f course? Maybe we should always reevaluate our course design no matter what delivery system we use.
Dr. Kelly Wilkinson
Erin,
This is indeed a problem. You may want to look to the areas that "regulate" your distance ed course. I would at my institution contact the distance ed coordinator. You can only do so much. . . .
Dr. Kelly Wilkinson
Suzanne,
LOVE your answer! You are right on point.
Dr. Kelly Wilkinson
Jan,
I think we give ourselves more credit that we deserve in f2f courses. I think we need to think about f2f as you are doing about online. You make some great points that would make both environments better!
Dr. Kelly Wilkinson
Leigh,
You are correct! What makes a f2f course information not appropriate? I do think you cannot just drop it into a framework and call it a class. You have to modify the delivery. It is more about delivery than content.
Dr. Kelly Wilkinson
Ron,
You are so right! You do have to anticipate questions! I too have learned to create content that directs information to questions that were asked in previous sessions. I then use them semester to semester.
Dr. Kelly Wilkinson
David,
Do you ever record your lectures? I find that very effective in that I can point to specific content that is in the online course.
Dr. Kelly Wilkinson
Christi,
I think there can be personalization in the online environment. I think you have to address students as groups and as individuals. You can also "meet" online using various technology.
Dr. Kelly Wilkinson
Jolly,
Yes, that is correct, if there is meetings involved it is Blended. I do think that you can use the technology to have one on one meetings that can provide that guidance many students need. It is just a type of office hour!
Dr. Kelly Wilkinson
well, this may seem a bit picky, but it all depends on how you define online. For example, you can have an "online" live synchronous chat which is F2F using web conferencing tools (Adobe Connect, Blackboard Connect, GoToMeeting, WebEx, etc.) that utilizes the "internet". So if you define online as strictly being asynchronous, web-based, then your definition would be acceptable. However, the Sloan-C defines an online course as a course where most or all (80%+) of the content is delivered online and typically have no
face-to-face meetings.
The interaction in the online environment does not involve the personalization that can occur during face-to-face interactions. In the online environment, emails can be taken out of context because you cannot access the tone in which the person is writing. Also, the online environment is absent of verbal and non-verbal queues.
Because its a different learning environment and you must design the content to leverage the advantages of the online environment and tools available.
Streaming videos are one example because they engage multiple senses increasing memory. Allowing them to be repeated enables them to do into more detail and be more tightly scripted than traditional lectures. The may have a higher knowledge density.
This isn't appropriate because you aren't face to face anymore, you can't use your body language or tone of your voice to stress key factors. You instead have to use your words more effectively and bold key factors.
Content appropriate for Face to Face instruction often cannot work in an asynchronous environment such as online coursework. Instructional material designed for face-to-face delivery is dependent upon context delivered and enhanced with a live delivery, where questions and student/teacher interaction is instantaneous. By definition, asynchronous material must have all meanings and contexts contained within the material itself and should contain all the elements necessary for the student to understand and grasp the concepts. This is not to say that students in asynchronous environments need never ask questions or seek out help from the facilitator, but rather that the material presented need be more "complete" with all elements included than is necessary where the facilitator is on hand to explain and amplify meanings.
The human interaction in real-time is absent and there are other distractions surrounding the students which as an instructor you have no control. Therefore, as an instructor you must make the content engaging, short, and informative to keep their attention and learn.
Course content may be appropriate for an online class and I have seen many instances where it is. What changes is the medium in which the content is presented.
