EDUC 6135 - Distance Learning

Designing an online class is different than a traditional face-to-face class.  Different strategies for planning, content, and evaluation are used in addition to delivery.  Unfortunately, I do not have a way to attach my pdf file to this post, so I will copy it below in addition to providing a link hosting the pdf.  The pdf can be found at: http://www.myhaikuclass.com/leanne.kozicki/pdffile

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As you begin to convert your traditional face-to-face class to a blended learning format, there are several items you should keep in mind.  In the rush of excitement to convert a class to an online format, the following should help ensure success in the process.

Pre-Planning

Designing a course for a blended learning environment, the first step is to determine what a face-to-face environment that an online environment doesn’t and vice versa.  Are there specific interactions, simulations, or activities that work better in one environment over the other?  This step will help you determine the content and structure of your blended learning class and what tools to use (Simonson et al, 2009; Cook & Dupras, 2004).

If your class is currently taught, you may have a good idea who your learners are and what their comfort level is with various technology-based tools.  If this is a new class, you may need to conduct a learner analysis to gauge their computer literacy and technology threshold.  It would be bad to plan on using complicated technology with all the bells and whistles when the target learners have rarely used a computer.

Once you have decided how to split the class into a face-to-face portion and an online portion, selected the technology tools to assist with the online delivery, the sequence of material should be planned.  Will each module be sequential?  Will the material be consistently presented?  For example, will the class always have a reading assignment, an online discussion, an in-person lecture, assignment, and then quiz?

Planning

After you’ve thought about technology use, course layout, and activities, you’ll need to start planning.  There are many factors to consider when planning for an online course and this by no means is a comprehensive guide.  Some items to keep in mind are:  an orientation needs to be developed, explanation of requirements for technology and participation, and ADA compliance (Gerson, 2000).

Learning techniques and styles that have proven to be adapted well to online environments include:  learner interaction, problem-based learning, self-directed learning, case-based learning, self-assessments, journals/portfolios, and feedback from peers and instructors (Cook & Dupras, 2004).  During your class conversion, determine which techniques and styles can be utilized and how to accomplish it.

Content

            As each module is broken down, an effective method to use is the E-CLASS model.  Each module should contain components to Explain, Clarify, Look, Act, Share, Self-Evaluate/Submit.  This method can be used to apply a consistent structure for each lesson or module taught (Gerson, 2000).

            If videos and other multimedia are to be used, plan to break the segments into duration of no longer than ten minutes. This will help keep students attention and allow them to process better.  If you wish to place instructional materials such as reading and textbooks online, try to keep the material in smaller chunks as well.  Learners may have to download more information, but they will be able to locate is quicker when the material is in smaller, more discrete bundles (Simonson et al, 2009). 

            Discussions online have proven to be a valuable tool in distance learning (Simonson et al., 2009; Tam, 2000; Huang, 2002).  As an instructor, you need to prepare clear discussion topics as well as criteria for participation and grading.  As a rule of thumb, learners should be expected to post their thoughts to the original discussion and respond to at least two other students posting.  As an instructor, you should be prepared to respond to approximately one in every four posts, selecting different students each discussion (Simonson et al., 2009).

Changing Role

As you transition to a blended-learning or online environment, you will learn that your role is also changing.  Learners will have the opportunity to elaborate and be more self-directed in the new environment.  Your role will be to guide and provide additional insight by asking questions or gently leading learners back to the purpose of the exercise (Simonson et al., 2009; Huang 2002; Tam, 2000).

Checklist for Online Classes

c  Technology requirements defined

c  ADA compliant

c  Active learning encouraged – learner interactions, self-directed, problem based, self-assessments, and/or reflections are included

c  Grading criteria is clearly defined and posted

c  Discussions are used as part of the learning

c  Participation criteria is defined and posted for discussions

c  Instructor can respond to one in every 4 discussion posts

c  Media is available in 10 minute lengths

c  Effective and varied use of media, including audio, graphics, and video

c  Modules follow the E-CLASS model:

§  Explain

§  Clarify

§  Look

§  Act

§  Share

§  Self Evaluate/Submit

References

Cook, D. A. and Dupras, D. M. (2004), A Practical Guide To Developing Effective Web-based Learning. Journal of General Internal Medicine, 19: 698–707. doi: 10.1111/j.1525-1497.2004.30029.x           

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Retrieved from Academic Search Complete database.

Gerson, S. M. (2000). E-CLASS: Creating a Guide to Online Course Development for Distance Learning Faculty. Online Journal of Distance Learning Administration, 3(4), Retrieved from EBSCOhost.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.