With increasing number of courses being offered online, differences among face-to-face courses and online courses need to be clarified. It is certainly not appropriate to simply put information delivered through face-to-face classes, into an online venue to declare that a course has become an online course (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
To make the change from a face-to-face environment to an online environment, one has to first review the differences among the two environments. After doing so, a trainer may consider the changes which will provide for an effective online module of instruction.
Below are a few of the differences between the two environments. There are four aspects which are considered within both delivery environments (face-to-face and online): Content, Students, Instructor, and Evaluation Methods. Please see below for a comparison:
I. Content
| | Face-to-face | Online |
| Content | · Instruction of content focuses on learning objectives, activities and evaluation related to content delivered. · Usually, visual and auditory senses are the most common senses used in face-to-face instruction. · Content is presented in each class. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). | · Ideally, two venues of instruction occur with effective online deliveries: · Instruction of content focuses first in the methodology of delivery of content, including instruction on technology to be used for delivery of content. · Once methods of instruction of how content will be delivered are complete, begins instruction of content based on learning objectives, activities and evaluation. · All senses are involved in learning content online as the way it is delivered involves videos, text, presentations, interactive activities, etc. · Students can access all content from the beginning of the course and are able to move ahead. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). |
II. Students
| | Face-to-face | Online |
| Students | · Students’ participation in learning experiences ideally include the following (with no specific order except the first point): a. Being present in classroom at specific times, once or twice a week. b. Being prepared to engage in learning experiences which are usually geared to the individual, though group projects are also included. c. Group projects are commonly worked on during class time. d. Participating in class discussions were not all classmates participate. Usually it is the professor who gives out information and students stay quiet. e. Read content resources. (Markel, S. L., 2001) | · Students’ participation in learning experiences ideally include the following (with no specific order except the first point): a. Log in the classroom platform as necessary, anytime, anywhere. b. Read content resources c. Research further resources d. Participating in class discussions, as a focus for the whole class. Participation not only focuses on responding to classmates input, but making own statements also. e. Participation in class NEEDS to be backed up with resources. f. Completing projects geared to a group or individually requires great coordination if synchronous meetings are necessary. g. Students are time managers of their own course. h. Students’ characteristics also include being tolerant for ambiguity, autonomous and flexible (Valentine, D., 2002). |
III. Instructor
| | Face-to-face | Online |
| Instructor | · Face-to-face education occurs mostly within instructor-centered environments. · Traditionally, instructors are the ones who deliver content, guide activities, and evaluate progress. · Leaving *education* in the hands of the instructor. | · Instructor becomes a facilitator of learning instead of the focus of content delivery. · Instructors engage in: a. Maintaining focus on content. b. Modeling learning process with own participation within the online environment. c. Addressing students posts on a regular basis. (Durrington, V., Berryhill, A., & Swafford, J., 2006). |
IV. Evaluation Methods
| | Face-to-face | Online |
| Evaluation Methods | · Student is responsible for his/her education, but it commonly happens that they transfer the responsibility to teachers or professors focusing on grades to represent how much they learn. · Written tests and oral presentations are common. · Focus on writing only for Research paper evaluations. | Effective online education is almost always student-centered as it sometimes is in face-to-face instruction. Student is responsible for his/her education and if he/she does not know that, will find it out soon enough · Rubrics are commonly used for specific learning assessments. · Writing is greatly valued as it is the means of communication. · Traditional tests are used, but completions of projects are more common. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). |
Resources
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/
Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II)
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.
Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html 
No comments:
Post a Comment