Online Course Conversion Guide
Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.
1. Educational Theory
Because the issue raised in the scenario is the quality of communication it is helpful to start with considering an educational theory that will guide the conversion of the course to an online format. The author of the Theory of Interaction and Communication Börje Holmberg argued in favour of a conversational approach to course development and I based this Online Course Conversion Guide on the following assumption:
“The core of teaching is interaction between the teaching and learning parties; it is assumed that simulated interaction through subject-matter presentation in pre-produced courses can take over part of the interaction by causing students to consider different views, approaches, and solutions and generally interact with a course” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 48).
Teaching methods conducive to learning according to Holmberg include mediated interaction of student-student, student-instructor and student-content character and problem oriented assignments.
2. Multimedia
I recommend revising the course activities in favour of those conducive to creating a learning community. As new technologies emerge, instructional designers and educators have unique opportunities to foster interaction and collaboration among learners, thus creating a true learning community (Beldarrain, 2006).
When selecting the technology for delivering the online component of the course it is important to keep in mind seven principles for implementing new technologies in distance education programs (Chickering, Ehrmann, 1996):
Selecting Technology Tools on Prezi by Yulia Tolstopyatova
To incorporate some or all of those tools into your course I suggest using Course Management Systems that “have become the de facto standard by which the vast majority of the asynchronous distance education courses are delivered” (Simonson et al, 2012, p. 238).
CMS tools are expected to promote power, affiliation, and achievement which according to McClelland and Burnham (1976) are basic motivators. “In an online environment, affiliation needs are often satisfied by means of an interactive discussion board or chat area. Instant messaging also often satisfies that need. Any learning object that helps improve collaboration and interactivity among learners is likely to help a learner or user achieve affiliation needs. Further, any learning object that encourages learners to want to identify with the identity of the institution, and to improve self-concept through affiliation is also likely to increase an individual’s sense of power and achievement” (Smith Nash, 2005, p. 224).
3. Course Activities
According to Simonson et al (2012, p. 239) one of the most powerful tools used in distance education are discussion forums.
A discussion board fulfills several important functions in an online environment:
- Helps CREATE THE LEARNING COMMUNITY. Each member of the discussion contributes to “the building of community of understanding” (Simonson et al, 2012, p. 240).
- ENGAGES STUDENTS in active learning. Distance students involved in weekly discussions are responsible for their own learning, so Simonson (2012, p. 245) speaks of the “”kiss of death” that is the lack of student participation for any distance course.
- Serves as an ASSESSMENT TOOL. “Instructors with a belief in and appreciation for constructivist learning acknowledge the importance of using authentic tasks for evaluating students’ performance in online courses” (Comeaux, 2006, 14).
- Provides FEEDBACK. Feedback on a discussion board performance enhances critical thinking, writing literacy and scholarly behavior. Therefore, Simonson (2012) suggests that “threaded discussions should be graded, from minimal setup expectations to a truly exemplary level.”
However there might be some students reluctant to participate in online discussions, in this case Connolly et al (2007) recommend providing more input in the early stages to foster trust and develop confidence. Students involved in the study provided the following reasons for the lack of participation:
- lack of confidence;
- discussion boards were not linked to the assessment;
- exclusion by the rest of the group;
- lack of tutor guidance.
Source: Adapted from Connolly, Jones & Jones (2007)
It is important to remember that Instructor’s feedback to a discussion board is like wood to fire. It is best expressed by an undergraduate student involved in a distance education study "I liked the moderator who gave us the most feedback, with further comments and questions to keep our threads going and to stimulate further discussion and to make us think laterally and beyond what was said" (Connolly et al, 2007).
4. The Role of the Instructor
Distance education, states Simonson (2012, p. 241), is an opportunity to revisit the role of the instructor in the learning environment. And Dr. George Piskurich singles out the following attributes of a successful online facilitator:
They know the software used in the course;
They know the lesson plan;
They try to constantly communicate with their students online;
They actively participate in synchronous and asynchronous discussions;
They care about learners’ success.
They induce active learning by providing activities that help students to learn the content.
“Distance learning demands that students become engaged in the learning process” (Simonson et al, 2012, p. 243). Discussion thread is one of the best tools to encourage students to socially construct and discover their knowledge. One measure of the success of a threaded discussion sequence, says Simonson (2012), is a reduced role played by the instructor. Simonson et al (2012) advise against posting to more than 1 post out of 4 in a thread, and recommend monitoring the thread without overpowering it, letting the students build on one another’s comments and self-regulate.
And finally, remember that while the content is important, the activities are the heart of your course and engaging activities keep this heart healthy and beating; taking dull and old activities of a traditional teacher-centered classroom and dumping them online will just result in a cardiac arrest of your course’s heart.
This Online Course Conversion Guide is also available in PDF, just click the highlighted words to download the document.
References:
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education 27(2), 139-153
Comeaux, P., Assessing Students’ Online Learning: Strategies and Resources (2006). Retrieved from
Connolly, M., Jones, C., & Jones, N. (2007). New Approaches, New Vision: Capturing Teacher Experiences in a Brave New Online World. Open Learning, 22(1), 43-56. Retrieved from ERIC research database in the Walden Library.
Piskurich, G. Chauser, J. (n.d). (2012). Facilitating online learning. (Video program). Laureate Education Inc. Retrieved from Walden Online University
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston , MA
Smith Nash, S. (2005). Learning objects, learning object repositories, and learning theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved from http://www.ijello.org/Volume1/v1p217-228Nash.pdf
