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Migrating Courses to an Online Format
Lee Allen, Ed.DLee Allen, Ed.DAssistant Professor, Instructional Design & TechnologyAssistant Professor, Instructional Design & Technology
Special Assistant to the Instruction & Curriculum Leadership Chair Special Assistant to the Instruction & Curriculum Leadership Chair for Online Learningfor Online Learning
College of EducationCollege of Education University of MemphisUniversity of Memphis
[email protected]@memphis.edu
Why Online Courses?
Enrollment in online distance education programs will exceed 1 million students in 2005, representing a market of more than $6 billion
Source: http://www.eduventures.com/research/industry_research_resources/onlinede.cfm
Are you ready for online learning…? Take this little quiz:
True or false: Online courses take up far less of a student’s time than a
traditional face-to-face class. Online courses are inherently easier because the student
can do the work any time, with fewer deadlines. Online courses are created so that anybody with a
computer and a modem can complete the course successfully.
Online courses require no particular software or knowledge of specific software applications.
If you responded with anything other than “false” to the previous questions, perhaps you are not quite
ready to take an online course...
Many online courses require specific software and a working knowledge of those applications (e.g., Microsoft
Word, Excel, PowerPoint, etc.).
Online courses require no particular software or knowledge of specific software applications.
Assumption: Online courses take up far less of a student’s time than a traditional face-to-face class.
Reality: Online courses may take up more time than face-to-face classes. A student may not have to sit and listen to a lecture for several hours a week, but those hours and more can be distributed throughout the course. Online courses are inherently easier
because the student can do the work any time, with fewer deadlines.
Most online courses require real deadlines for submitting work.
Online courses are created so that anybody with a computer and a modem can complete the course successfully.
Many older computers and modems are not capable of handling the processing and transmission speeds of online courses created with the latest software and connectivity in mind.
Information Now Available to Students:
http://coe.memphis.edu/online
Add'l information: http://coe.memphis.edu/online/
Addt’l http://coe.memphis.edu/online
Lesson 1: Positive Aspects of Online Learning
Anytime, anywhere capability to access course content. Self-paced content “digestion”. Costs associated can be considerably less than face-to-
face (f2f) classes. Flexibility in course schedule (start/stop dates). Potentially enhanced access to instructors. Cross-cultural experiences with coursemates from
around the globe. Asynchronous electronic medium can enhance
communications.
Lesson 2: Negative Aspects of Online Learning
Dependence on Internet access Independent time allocation and scheduling requires self-
discipline. Appropriate computer technology and peripherals must be
purchased, possibly upgraded. Personalized “live” hands-on assistance not possible. Lack of direct interpersonal contact can feel isolating to some
learners. Electronic communications can be misinterpreted. Lack of coordination among instructors can create conflicting
assignment due dates.
Online Learning in Higher Education
Faculty should align technology use with the goals of teaching. Such alignment requires that the following
four areas be considered - alignment between: Course goals and course activities;
Course activities and course evaluation; Course evaluation and course goals; and Engaged teaching and engaged learning.
(Sun, 2004)
Online Learning in Higher Education
Before a faculty commits to the development phase of online courses, individual readiness should be assessed as
pertaining to:
Pedagogical considerations
Motivation
Time commitment
Technological competency
After thorough research & analysis, decision is made (by faculty, administration,
others) to convert an existing course to100% online delivery.
A thorough analysis is made of the learning
objectives and pedagogicalconsiderations of the course and feasibility of converting
course to100% online delivery.
Careful scrutiny of the existing syllabus is required to determine what
components (class schedule, assignments, projects, tests, other assessment) require
changing to accommodate online communication and delivery medium.
Revised course is reviewed byfaculty peers and/or determining
review committee comprised of faculty with previous online teaching and course development experience.
Faculty is trained in online teaching and learning “best practices” and evaluated for
technical proficiency and preparedness to teach in the online environment provided.
Changes are made as needed, with maximum emphasis
placed on retaining learning objectives and academic integrity.
Course is reviewed and evaluated periodically and adjusted accordingly due tostudent feedback, changing
technologies, peer reviews, andgeneral success – or not – of
meeting initial course objectives, learning criteria, enrollment.
Course is published and made available,
as appropriate, in course catalog.
Revised course is reviewed by appropriate University
academic oversight entities.
Flowchart of Online Course Development
Step 1
After thorough research & analysis, a decision is made (by faculty, administration,
others) to convert an existing course to 100% online delivery.
Step 2
A thorough analysis is made of the learning objectives and pedagogical
considerations of the course and feasibility of/need for converting course to100% online delivery.
Step 3
Faculty is trained in online teaching and learning “best practices” and evaluated for technical proficiency and
preparedness to teach in the online environment provided.
Step 4
Careful scrutiny of the existing syllabus is required to determine what
components (class schedule, assignments, projects, tests, other assessment) require changing to
accommodate online communication and delivery medium.
Step 5
Changes are made as needed, with maximum emphasis
placed on retaining learning objectives and academic integrity.
Step 6
Revised course is reviewed byfaculty peers and/or determining review committee comprised of
faculty with previous online teaching and course development experience.
Step 7
Revised course is reviewed by appropriate University
academic oversight entities.
Step 8
Course is published and made available, as appropriate,
in course catalog.
Step 9
Course is reviewed and evaluated periodically and adjusted accordingly due to
student feedback, changing technologies, peer reviews, and general
success – or not – of meeting initial course objectives, learning criteria, and enrollment.
Timetable for converting the Instructional Computing Applications Certificate courses for 100% online delivery is as follows:
IDT 7064-8064 – Currently online; standardize course syllabus for Spring 2005
semester. (Completion target: December 2004)
IDT 7061 – Syllabus developed for online delivery by Summer Semester 2005.
(Completion target: May 2005)
IDT 7062 – Syllabus developed for online delivery by Fall Semester 2005.
(Completion target: August 2005)
IDT 7063 – Syllabus developed for online delivery by Fall Semester 2005.
(Completion target: August 2005)
CourseCurrently Offered
Target Date for Online
AvailabilityStatus
IDT 7064/8064 Online N/ASyllabus
Standardized
DT 7061/8061 F2F May-05 Completed
DT 7062/8062 F2F Aug-05 On target
DT 7063/8064 F2F Aug-05 On target
IDT Online Course Migration Schedule
MERLOT Resources for Online Migration
Developing and Teaching an Online Course: A Faculty Handbook http://www.merlot.org/artifact/ArtifactDetail.po?oid=1200000000000001460
Online Course: The State University of New York Faculty Conference http://www.merlot.org/artifact/ArtifactDetail.po?oid=1400000000000005690
Virtual Instructional Designer (VID) http://www.merlot.org/artifact/ArtifactDetail.po?oid=1010000000000109822
Learning Roles Online http://www.merlot.org/artifact/ArtifactDetail.po?oid=1010000000000059313
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