Face to Face course is very different from an online course. All the content of f2f course must be adapted from f2f to online which takes time, energy, and constant monitoring for good results.
You can't just take F2F materials, post them online and then expect them to teach the course for you. Every aspect of your course must be transformed, not just translated in order for students to be able to properly access the materials, complete the assignments and meet the course learning objectives
Continuous evaluation of the courses effectiveness and ability to meet students' needs is an important aspect of the teacher's job.
Our F2F classrooms had to be converted quickly due to Covid19 and were basically turned into on-line classes. As the weeks go by we are finding new ways to teach on-line. We may go to Blackboard. This is new to all the instructiors. The students are coping well, some like it more than others. We are teaching nursing and classes cannot all be on line as hands on teaching is critical. For now we are getting by.
Teachers should be clear concise, aware of the latest technology to keep students attention, it is better to have quality rather than quantity, make the classroom feel like the actual classroom, give feedback, most of all be clear and consistent.
Students are used to F2F communication when learning. It is best to use clear and consistent modules so that students are clear on what his/her expectations are.
When transitioning from an F2F course to an online course, you will still have to make sure you engage the students. For those students that have to work during your synchronus lecture, it's best to record the lecture so that they can view at another time. This makes the course more accessible for those that need it. Even though it's what we consider a non-traditional technique, this has been the adjustment everyone has had to make in a short amount of time.
Instructors must prioritize student engagement during the planning design and conducting the course teachers as teachers we don't want students to lose interest in what they're learning or what their contribution contributing to the course. Keeping the course material and delivery interesting will keep students engaged as well as allow them to freely express any concerns or responses that they come up with.
Instructors must prioritize student engagement when designing, planning, and conductin the course.
Student engagement is a consideration that the instructor has to prioritize when constructing, planning , and conducting the course.
I as amazed at the potintial that online facilitation has now and on the near futaure for our learning institututions.
I'm now aware of the difference between face to face and on line teaching, and a lot of thought and techniques that go into developing a well developed online class.
Organization, setting goals, and staying in touch with your students. be willing to change your format to meet students learning needs.
There is a lot of work to convert F2F to a online course. Its not transfering but transforming content
Transferring content to an online environment from a class room setting is not as simple as just copying the course. Instructors need to go over the course thinking about the four Os and making adjustments to the delivery of the material to fit the new needs.
As an instructor, we all know and understand that students thrive on routine and consistency provided by foolproof classroom management techniques. Students do not welcome surprises, nor do they like a classroom management system that is disorganized.
Providing guidance and feed back is essential. Also, introduction at the beginning of the course may help students progress.
Online learning offers students a flexibility in relation to the boundaries of time and location. Student engagement is important.
The advice to divide content into bite-sized, digestible chunks is good advice I think. Recording lectures and posting them online is not enough.
The four O's are quit useful. Creating Instuctional units intead of a straight lecture will be vey usefil.
