Best

Practices for Converting a Face to Face Class to an Online Class EDUC 6315 Carie Jackson

Guide for Converting a Class to an Online Class Best Practices for Converting a Face to Face class to an Online Class Introduction This guide provides instructors and Instructional Designers (ID) a quick

guide to converting their current face to face classes to an online hybrid class. The guide will provide ideas to effectively make the transition to a successful online course. Included in the guide are pre-planning strategies, enhancing the course with online activities, the new role of the instructor, and strategies to encourage student communication. The Hybrid Class A hybrid or blended class is one where some of the traditional class time has been replaced by online class time. (Simonson, Smaldino, Albright, & Zvacek, 2012). There are a numerous ways the two environments, traditional and online, can be blended. One of the most common is the Hybrid Online Model The most common hybrid model is facing a first face-to-face class and then have a last face-to-face class. The rest of the class is conducted on line (Martyn, 2003). The first class meeting can be used to go over the technology aspects of the online course. This can allows students to get a feel for the technology and layout of the course. Many first time distance learning students are apprehensive because of the fear of the technology and course set up. This first meeting can also be used to introduce the expectations for the course.

The final meeting could include the final exam. But the final class can also include class surveys and a chance for students to socialize face to face and summarize their experiences. Pre-Planning Strategies Planning for the course is extremely important. You need to know what you

know what you plan to teach and how you plan to evaluate the learning process. The most widely uses planning process is the ADDIE model (Anaylsis, Design, Development, Implementation and Evaluation) To review the ADDIE model you can visit the Learning-Theory website. Basic Steps to Planning for an online course can be found in the chart below. Step Step 1 Analysis of the Learner Description of activities to be preformed The data for your learner characteristics should be carefully considered. Students need to have the skills to access the technology necessary to succeed in the course ( Sinonson et. Al, 2012). You need to make sure that tutorials and additional training can be accessed by the students if necessary Determine what your learning objectives are for the course.

Step 2 - Objectives

Step 3- Online Determine which of the features of the face to face course can learning activities be used effectively in the online environment. These can be kept and integrated into the course. You need to make sure that you include video and other interactive resources for the online environment. The online class also need to include learning activities to keep students engages and interacting. Step 4 Online communication Students in the online environment need to communicate in three ways: Student with content

Guide for Converting a Class to an Online Class Student with instructor Student with Student

Design learning activities with these three ideas in mind. Step 5 Complete the Redesign Process Enhancing the Course with Online learning Experiences It is important to understand that converting a face to face course to an Put all the parts together in the CMS (Course management System)

online course is not simply putting lecture materials online (Garman and Kaleta, 2002). The course needs to be redesigned to take advantage of the online environment and take into consideration the differences between a face to face class and an online one. Instructors must evaluate the current learning activities to see if they will work well in the online environment. If not, they must be resigned to be effective in the new classroom. The syllabus should clearly state the

expectations for both the face to face and online portions of the class. Students should understand the number of times they need to be in the online class, what assignments must be completed and the due dates, and requirements for discussion. Include rubrics and examples to help students understand what quality work looks like. Students in an online course interact in three main areas. They must interact with the content, interact with the other students and interact with the instructor. It is important to create activities that encompass all three areas.

Type of Interaction Student with Content

Possible Strategies Readings Video Esasys Projects Email Chat Discussion Boards Discussion Boards Collaboration of Projects Chats Email

Student with Instructor

Student with Student

Role of the Instructor The role of the instructor in an online class is different from the role in a face

to face class. In an online class the instructor no longer disseminates information but instead facilitates students in taking responsibility for their own learning. The instructor becomes a facilitator guiding the instruction in the classroom ( Simonson et al, 2012). The instructor also must provide timely feedback to students. This feedback could be in the form of feedback on their assignments. The instructor should also give feedback on a discussion post that furthers the students thinking and their responses. This feedback needs to be positive and constructive to

Guide for Converting a Class to an Online Class

encourage students to continue to be active in the class. The instructors role should be to guide students through each lesson or module. This can be accomplished by making sure the directions are clear and specific guidelines are explained ahead of time. Instructors in an online course need to be available to answer question via email or chat that students may have. Encouraging student communication The lack of student participation can mean the failure in an online course (Simonson et al, 2012). I have listed below a few of the strategies used by successful online courses. 1. Clear expectations are provided in advance. This includes sample work and rubrics. 2. Well designed discussion boards allow for students to be active learners. 3. Provide various learning experience to meet the needs of diverse learners. 4. Has a built in evaluation system so students and instructors can give feedback 5. Provide small group interaction in discussion boards or collaboration on projects. Evaluation of your Course With the increase in the number of online courses, there are many resources

available to assist in your development process. There are also several rubrics and checklists that can assist you in evaluating your course. You can use one of the

many resources found at the University of Michigans Office of Faculty and Organizational Development. These resources take into consideration the unique requirements of an online course and are meant to help you evaluate and implement the best strategies to achieve your course objective. References Evaluating online course (2012). University of Michigan office of faculaty and organizational development. retrieved from http://fod.msu.edu/oir/evaluating-online-courses Garnam, C. and Kaleta, R. (2002, March). Introduction to Hybrid Courses. Teaching with Technology Today, 8-6. Martyn, M. (2003). The hybrid online model: Good practice. Educause Quarterly. Retrieved from http://net.educause.edu/ir/library/pdf/eqm0313.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.