Yes, and the fact that much of online learning is asynchronous means that the students are not going to get the same chance to ask questions or get immediate responses as they do in a face-to-face classroom. Even responding to a question or comment within 24 hours is not the same as addressing it in an f-2-f classroom, especially since the student is likely engaged in a non academic pursuit at work or with his family when he receives your response--and the last thing he wants to do is think about class. He may not even remember what he asked!
This is an issue for which I have great concern. When engaging in scientific communications of any sort face to face interaction results in learning and understanding through the recognition of body language, tone and stressors of voice, and the actual verbalized or written content. In face to face learning 70% of the meaning is conveyed through body language. Even with video technology the effectiveness of using this face to face method is severely hampered by the on line environment so teaching on line has to evolve into a more “Socratic Method†where the primary learning falls directly into the student’s hands.
I agree, John. Traditional methods like lecturing do not work as well in online courses. In our live chats, we are encouraged to use Socratic questioning and make the chats more interactive rather than merely lecturing. Of course, I did this in F2F classes, but in the virtual classroom, we must use technology tools that will engage students rather than merely provide information. For instance, I cannot physically take students to the library to show them how to conduct effective research,but during a live chat, I can take them on a virtual tour, ask them Socratic questions to discover keywords they can use to search databases, and do practice searches. Then, I can poll them on which sources would be the most appropriate for a specific assignment.
Cheers,
Cynthia
For one, unlike in a F2F class, a student cannot raise his or her hand to ask a question (well, in a live chat, they can virtually raise their hands by clicking on the "Question" icon), so an online professor has to anticipate questions ahead of time and create FAQs easily accessible to students which may provide answers that they do not have to wait on from an Email reply from the professor.
Also, lecture notes must be more interactive than in the F2F class. For example, links to video tutorials, interactive handouts online, and even blogs or wikis to provide additional information to support self-paced learning.
I agree although not all schools do this. I feel lucky to work in an organization that understands the dynamic interaction that is needed in an online course and doesn't just repackage the face to face as a place where students can grab files and email. It is a place where they can come and interact with peers and the instructor while learning in a flexible way. As more and more schools become online it becomes important for them to realize that technology tools make an effective facilitation between classmates and the instructor and help erase the "coldness" of the online environment.
The difference is in the presentation of the course material. The online course needs more detailed lectures because they are not face to face with the instructor.
Face-to-face teaching is obviously more hands-on. I teach the art of steno on a machine and it is much easier to see how the student is progressing and be able to look at their steno notes.
When done online, one needs to think about what the different techniques a student may be using and if they are the most efficient. You almost need to visualize how they are writing. Many times looking at their notes one can see certain "red flags." More intuitive scrutinizing is needed from the teacher.
In the traditional way of teaching, a student can ask an immediate question; therefore, careful planning and delivery is important to ensure the students' comprehension of the principles begin taught.
The key is to review the materials and assess how they will fit the particular needs of the student in an online setting versus face-to-face.
Marcia,
Really, why do you think it is easier to create another course rather than adapt?
Dr. Kelly Wilkinson
Roxanne,
So what must an online instructor do?
Dr. Kelly Wilkinson
David,
This is a great example. It is not the content, it is the delivery and engagement. Great answer.
Dr. Kelly Wilkinson
Edward,
True, so we have to be very deliberate in our communication online.
Dr. Kelly Wilkinson
Emmanuel,
How do you determine what to change in content that makes adult content different from traditional students?
Dr. Kelly Wilkinson
Dr. Cecil
You are right, There are differences in delivery but the same results can be achieved.
Dr. Kelly Wilkinson
Dr. Cecil,
You are right! It is incumbent on us to be deliberate in our communication.
Dr. Kelly Wilkinson
Alan,
You and I are on the same page! I think that teaching online has improved my f2f!
Dr. Kelly Wilkinson
Belinda,
I think that for most f2f doesn't use technology although I think it improves learning. I do think that the more I teach online, the better my f2f courses are!
Dr. Kelly Wilkinson
William,
It is really about delivery isn't it! The outcomes are really delivery agnostic, they fit anywhere the delivery changes.
Dr. Kelly Wilkinson
I am somewhat frustrated by the current lack of "group" simulations available to students. Students learning basic finance concepts in a f2f setting enjoy the ability to interact and discuss cases in real time.
I imagine that this capability exists somewhere (witness MS Office products where many team members are able to edit simultaneously). Engaging each student in an online group setting would be a definite plus!
It seems to me that F2F is by its very nature heavily focused on the instructor as the primary resource for content delivery. Since the F2F delivery is largely structured around the instructor in a classroom setting, if the instructor is missing or is not feeling well, or there is a substitute instructor coming into the classroom it’s easy to see how the learning process is affected. So just moving a F2F designed course directly into an online environment—where the center now is much more the student—is a big miscalculation. In F2F the units or modules can be long and elaborate, relevant material can be mixed with supplemental material and ideas can be communicated in layers. Yet for the online environment the units should be short and concise, only the most relevant and critical information presented, and one or two main ideas expressed. This transformation of content from F2F online is a crucial step in achieving effective online delivery.
It is much easier to create a new course than to convert a traditional face-to-face course. It is important to decide how to deliver the course content successfully. Once the course is developed, it is also imperative that you continue to edit and modify to improve the course. Also, it is important to keep in touch with the changing technology. The key to success is continual assessment and evaluation of the course.
Dr. Marcia L. Brown, PMP
