Reasons for Teaching Online Flexible Schedule More in-depth discussions More “level playing field” Ability to reach a broader audience Excitement/Challenges of technology Strengthened Job Security
Fears About Teaching Online Time Technical Skills Workload (Developing Course, Grading, Providing Feedback, etc.) Loss of Power Fear of Student lack of self- motivation
Delivery Method Spectrum OngroundOnline Blended Hybrid What differentiates these from one another is the amount of time spent in a classroom versus online.
Delivery Method Spectrum: Onground OngroundOnline Blended Hybrid Courses in which all learning activities are implemented in a face-to-face classroom setting.
Delivery Method Spectrum: Blended OngroundOnline Blended Hybrid Courses in which a significant amount of the activities are implemented in a face- to-face classroom setting. Some materials available online No online instruction time is substituted for f2f time.
Delivery Method Spectrum: Hybrid OngroundOnline Blended Hybrid “Courses in which a significant amount of the learning activities have been moved online, and time traditionally spent in the classroom is reduced but not eliminated” (Garnham & Kaleta, 2002)
Delivery Method Spectrum: Online OngroundOnline Blended Hybrid Courses in which all learning activities have been moved online.
The Course Management System (CMS) Features Content Delivery Discussion Boards Communication Tools (E-mail, Chat, Dialogue) Groups Electronic Assignment Submission Testing/Quizzing/Polling/Surveying Grade Book Glossary / FAQs Multimedia
Strategies for Transitioning Start Slow: Move lecture notes, and other existing documents over to online classroom Introduce students to online environment in a f2f lab where you are present Provide resources on posting and other online classroom netiquette. Add Ice Breaker Activities such as Scavenger Hunts, Bio Assignment, etc. to help students become familiar with posting, etc.
Strategies for Transitioning Cont. Moving Forward: Eliminate one class meeting per week Shorten Class time Assign collaboration assignments with other course sections Require online peer feedback and revisions before turning in assignments Encourage more digital communication using E-mail, Discussion Forums, Chat, etc.
Activities for Transitioning Online Activities: Case Studies (example)example Role Playing (example)example Tutorials Self-testing (example)example Simulations (example)example Article Reviews Current Events Peer Feedback
Resources for Transitioning Illinois Online Network http://www.ion.uillinois.edu http://www.ion.uillinois.edu University of Wisconsin-Milwaukee: http://www.uwm.edu/Dept/LTC/hybrid/Tutorials http://www.uwm.edu/Dept/LTC/hybrid/Tutorials University of Central Florida http://distrib.ucf.edu/dlucf/home.html http://distrib.ucf.edu/dlucf/home.html
Thank You! Michael Lindeman Director, Illinois Online Network email@example.com