Blueprint for Effective Conversion to Distance Education by Tamara Dawson e-Learning Instructional Designer Southern Nazarene University

Growing Industry 65% of reporting institutions view online learning as a critical part of their long term strategy 6.1 million online students during Fall 2010 semester 10% increase from % of all higher education students take online courses SNU online enrollment statistics How do institutions embark on e-learning? Statistics from Going the Distance: Online Education in the United States, 2011

Implementing e-Learning: Support Systems Needed Create Online Resource Center –Develop Methodology –Train Faculty –Setup and Evaluate Courses –Screen and Enroll Students –Provide Support for Faculty and Students

Additional Support Systems Required IT Help Desk Online Library Support Virtual Leaning Environment (VLE)

Course Delivery System Train faculty and students regarding use Maintained and well-organized Smooth transfer of content

Implementing e-Learning: Curriculum Development Focus the content Create diversity in curriculum Various media strategies Assortment of learning activities Encourage Communication Group discussions Collaborative assignments

Curriculum Development Broadbent’s 5 Stage Model Stage One - Access & Motivation Stage Two - Online Socialization Stage Three - Information Exchange Stage Four - Knowledge Construction Stage Five - Development

Course Design Recommendations Provide clear communication procedures Engage the learner Develop individual and group activities Specify precise guidelines Deliver immediate, relevant, continual feedback

Online Challenges for Instructors 1.Increased work load 2.Overcoming distance barrier 3.Engaging students 4.Identifying learning styles 5.Keeping up with technology

Online Challenges for Students 1.Understand technology and internet 2.Communicate effectively 3.Disregard cultural implications

Addressing Key Concerns for Instructors Course pairing and online mentors “Guide on the side” pedagogical approach 1.Starter 2.Conceptual facilitator 3.Reflective guide 4.Personal muse 5.Mediator 6.Role Player –Adapted from Virtual Classrooms: Delivering Courses Online by Broadbent, 2002, chapter 8.

Addressing Key Concerns for Students Advise students of technological needs Utilize learner readiness tools to target students’ strength and weaknesses Create a welcoming environment for all cultures

Reap the Rewards – Strive for C’s C reate a support system C onstruct a welcome environment C ompile various online learning activities C onnect with students C heer students to success

References Allen, I & Seaman, J. (2011). Going the distance: Online education in the United States, Needham, MA: Sloan Consortium. Retrieved from website: thedistance.pdf Azer, M. & El-Sherbini, A. (2011). Cultural challenges in developing e-learning content. International Journal of Educational Technology, 6(1), doi: /ijet.v6i Borrego, J. (2010). Roadmap for a successful transition to an online environment. Contemporary Issues in Education Research, 3(5), Broadbent, B. (2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. San Francisco, CA: Pfeiffer Humphries, S. (2010). Five challenges for new online teachers. Journal of Technology Integration, 2(1), Palloff, R. & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco, CA: Jossey-Bass Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson SmarterMeasure™ (2012). Learning readiness indicator. Retrieved from Zsohar, H. & Smith, J. (2008). Transition from the classroom to the web: Successful strategies for teaching online. Nursing Education Perspectives, 29(1), Photos courtesy of Google Images

Blueprint for Effective Conversion to Distance Education by Tamara Dawson e-Learning Instructional Designer Southern Nazarene University