An online course constructed for a face-to-face course can't be appropriate for an online course. The reson why is because there isn't a physical or verbal interaction between instructor and student.
Rob,
Well, could you have students record their assembly? I think with some creative thinking you could make it. . .
Dr. Kelly Wilkinson
Josh,
Great observation. I agree with you, it isn't content, it is delivery and design. You have to take advantage of the great technology to make it relevant and engaging.
Dr. Kelly Wilkinson
One reason that course content created for a face-to-face course aren't always appropriate for an online course is that the environment and physical distance may prevent the content from being effective or possible. For example, in an online hardware repair course, it would not be appropriate to include a segment of content where the class must participate in a hands-on assembly of a motherboard.
I don't know if I agree with the idea that course content created for f2f can't be appropriate for an online course. I would say it is just more difficult to incorporate those sorts of things into an online class.
If you are having live chats with students synchronously then it does make sense, to me, to use similar content from a f2f course. I think that it is important (like stated in the unit 4 material) that we should be creative in tailoring that course content into an online environment.
Because of the nature of the beast certain practices from a f2f course are just too difficult to accomplish in an online setting. Where I teach, we have live chats so that the students can meet with the instructors. But attendance isn't required like a traditional on-ground course with its lectures. Instead the chats are recorded and students can review them at their leisure. I just couldn't imagine the scheduling nightmare trying to set up classes online where students would be expected to all be online at the same time in a lecture!
William,
Misinformation given can be barrier as is no information given. The communication may be much more deliberate.
Dr. Kelly Wilkinson
William,
Great post. You make the case not for change in content but change in delivery and design.
Dr. Kelly Wilkinson
Elizabeth,
I think we need need to separate content from delivery. Content such as objectives and expectations must remain the same if it is the same course worth the same credit. The important change would be in course delivery and design. How that material is delivered and assess may be vastly different.
Dr. Kelly Wilkinson
Nicole,
I think you mean delivery of content. If the courses share the same objectives and the same credit, there is an expectation that the content is the same. Now, how you deliver that content is vastly different. You have to redesign the course in an online environment to facilitate learning online.
Dr. Kelly Wilkinson
Troy;
For many courses, content must be the same in a f2f course and online course if they are offered for the same credit. The key to conversion is course design. That would have to change.
Dr. Kelly Wilkinson
Marjorie,
You need to articulate in your syllabus what methods are available to the student to communicate with you and hold them to it.
Dr. Kelly Wilkinson
Marjorie,
Do you use course or screen capture? That tool would be perfect for you.
Dr. Kelly Wilkinson
Great point, Michael! One needs to be mindful of the lack of non-verbal communication and the color and clarity of the communication one is sending the students.
You need to assess and reflect on how to adapt a course to the online environment. This includes evaluating the best technological tool and delivery method for a given component of a course. F2F allows for more "reading" of multiple information avenues. Online courses need to adapt the content for the parameters inherent in the platform that is used to delivery the information.
I believe that most of the face to face course content intends for more interaction in a quicker time frame than online classes allow.
Hi,
The two different methods of communication require the instructor to rethink the content itself. In an online environment, there is nothing but the ‘text’ – no body language, etc. – to help communicate ideas. By changing the form of communication, it is also important to change what is being communicated. While the same objectives for a course may exist, the change from face to face may require significant content changes to achieve those outcomes using a different form of communication.
Nicole Zeger
The amount of material covered in face-to-face courses would be overwhelming for a student if it were to be transformed to an online course. Because online courses are usually asynchronous, material will need to be presented to students in modules so that they will be able to learn the important concepts in an effective manner. Students can complete tasks successfully and build the confidence needed to achieve the course objectives. Cramming in too much information would lead to confusion and that combined with an asynchronous learning environment would be counterproductive and lead to student frustration.
Dear Dwayne,
Yes, you can still talk over the phone with the student, do instant messaging, meet in a chat room, communicated during an office hour in a chat room, and also communicated via email. All of these methods can help the online student to learn a concept.
Sincerely,
Marjorie Thrall Moller
As a math teacher some material is hard to convey orally and needs to be shown and demonstrated. Hence, the content has to be rewritten and maybe redrawn to show the student the actual concept - so that he or she can grasp the concept.
Respectfully submitted,
Marjorie Thrall Moller
Adib,
You are right and this is done by course design. It is all about how you are going to engage that student with the content.
Dr. Kelly Wilkinson
