7 Keys for Conversion from Face-to-Face Instruction to an Online Environment.
By: Craig Breedlove
If the number seven is also the number of “spiritual perfection (Slick, 2008), then it could also lead toward the path of perfection regarding turning a face-to-face instructional course or training session into a blended or completely online learning environment. Below I have provided seven key ideas and concepts that if followed will allow any individual the opportunity to create a successful online learning course. There will be some personal research and practice that needs to be done first, but if one starts with these seven ideas then they are well on their way.
The first task one must complete when contemplating converting a face-to-face course to a blended course would be to complete a Delivery Analysis. George Piskurich (Laureate Education, n.d.a) argues that a designer must work through all the different delivery types of the possible course with subject matter experts (SMEs) and stakeholders until all constraints are accommodated only then will you truly have an idea of what course you should truly strive to create. Some key issues to look at regarding your Delivery Analysis would be: time to complete the course, trainer availability, trainee availability and number of students.
Second, decide the amount of face-to-face classroom interaction if any and this is more than likely going to be based on the results of your Delivery Analysis. Simonson et al (2015) states that a complete online course is at least 80% online, whereas a blended course (a course with online and face-to-face components) is anywhere from 30 to 79% online.
Third, decide what type of course management system (CMS) to utilize. Lane (2008) argues that some CMS are too involved and some are too bare. This is going depend on your stakeholder’s overall comfort with either a free CMS or purchasing licenses for a CMS such as Blackboard. Wright et al (2014) also suggests perhaps utilizing a committee to look at all the pros and cons of a possible CMS. This way the stakeholders can be presented with the important information necessary to make a decision. This step may take some time, but it surely is worth it to choose the correct CMS over one that is going to cause issues, especially if your blended course is learning toward being at least 50% online.3
Fourth, utilize Dr. Mayer’s 12 Principles of Multimedia Learning as discussed in University of Hartford (n.d.). These are principles that one can utilize to ensure that the media being used in a training or class is going to lead toward the most efficient way of learning. Simson et al (2015) does claim that in converting to a distance format a lot of technology that may not have been needed before for instruction will be necessary.
Fifth, rethink your original plans for assessment. Assessment is one of the key components that can be enhanced from a standard face-to-face classroom setting. In today’s world where web 2.0 tools reign and grow exponentially, a simple face-to-face quiz or presentation is not necessarily the best form of assessment anymore. In an online environment students have the ability with the help of technology to create, not just projects, but create authentic items. For example, Simonson (2015) discusses the use of Performance Assessments as a way of “transferring skills to an unknown situation” (p. 233). One may think of these as a major capstone project at the end of a degree program, but these types of assessments are being utilized regularly.
Sixth, keep students engaged and involved in the learning via discussion forums. A major problem that can arise in an online classroom is the feeling of complete separation from the material regarding the student. This can be avoided utilizing discussion forums. Marquette University (n.d.) argued for the use of online discussions: “students develop a stronger class community and that students are more likely to use critical thinking skills”. From personal experience in agreement with Marquette University (n.d.), online discussions allow an individual student to take the learned material and apply it to conversations and concepts that may combat what they initially thought about the material. A student may believe what they have read and internalized to be true, but having it challenged or having to defend that position or thought is what leads toward true learning.
Seventh, understand that your role of trainer or teacher is going to change to facilitator. As a facilitator of an online learning environment, one thing that an individual must remember is to stay present in the class. George Piskurich (Laureate Education, n.d.b). remembered a time a when an online instructor did not participate in any classroom discussions and did not touch base with his students until week 6 after introducing himself to the class in week one, this is something that cannot be done. A facilitator must remain present in the class and active in all its parts. The facilitator also must encourage student discussion and participation as that is key to the students in learning and key to the instructor to know which students need some additional support. Kent State University’s, Online Learning Team (2013) stated that: “Online discussions do not happen organically, as they sometimes do F2F. Instructors must plan and facilitate discussions. Instructors need to be active about including non-participators or lurkers”. This same group also felt that instructor of an online learning environment needed to provide timely feedback and be available to answer questions the students have. As it is easy for students to get lost or feel disconnected this is also true of the instructors or facilitators of the course. However, it is the facilitators job to ensure that by keeping up with the class his or herself, that he or she will then ensure the students are as well.
In conclusion, these seven ideas are to be utilized to help any individual on their path to creating an online learning environment. A lot of decisions need to be made regarding type of delivery, amount of online content, the assessments being used, the multimedia and technology being utilized and how often and important the facilitator is going to view and use discussion forums. However, if the seven ideas are followed and taken into consideration then I am confident that the individual is well on his or her way to a successful conversion of a face-to-face teaching session to an online learning environment.
References
Lane, L. M. (2008). Toolbox or trap? Course management systems and pedagogy. EDUCAUSE Quarterly, 31(2), 4. Available http://er.educause.edu/~/media/files/article- downloads/eqm0820.pdf
Laureate Education (Producer). (n.d.a). Delivery analysis [Video file]. Retrieved from https://class.waldenu.edu
Laureate Education (Producer). (n.d.b). Facilitating online learning [Video file]. Retrieved from https://class.waldenu.edu
Marquette University. (n.d.). Reasons to use online discussions. Retrieved from: http://www.marquette.edu/ctl/_documents/Reasons-to-Use-Online-Discussions.pdf
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education (6th ed.) Charlotte, NC: Information AgePublishing.
Slick, M. (2008). What is biblical numerology? Christians Apologetics and Research Ministry. Retrieved from: https://carm.org/what-biblical-numerology
University of Hartford. (n.d.) 12 Principles of Multimedia Learning. Retrieved from https://www.hartford.edu/academics/faculty/fcld/data/documentation/technology/presen tation/powerpoint/12_principles_multimedia.pdf
Wright, C. R., Lopes, V., Montgomerie, T. C., Reju, S. A., & Schmoller, S. (2014). Selecting a learning management system: Advice from an Academic Perspective. EDUCAUSE Review. Available at: http://er.educause.edu/articles/2014/4/selecting-a-learning-management-system-advice-from-an-academic-perspective
A Journey in Instructional Design 