Greetings:
The PDF file below provides an assessment and information on how to convert a face-to-face course to an online course. At the end of the document there is a form that can be used for this endeavor.
When moving from a face-to-face to an online environment, there are several features to consider, mainly, the reason for moving to an online format, the course and/or segments of courses that will be offered online, the technical support needed by students and instructors, and lastly the mechanisms to monitor the effectiveness of the online course. During the pre-planning stage, one of the most important things a trainer should do is evaluate student readiness. Students at a distance have to assume more responsibility for their own learning earlier in the process than do those students who are enrolled in traditional classes (Simonson, et al., 2009, pp168). If students are not independent, they are likely to fail. Secondly, the trainer must investigate background and prior knowledge in terms of course content and skills, including the use of computers and multimedia technologies. The availability of additional tutoring, pre-placement testing, and help desk services may require investigation during the pre-planning stage. When an Instructor accounts for the background and prior knowledge of students, the learning setting is more successful (Simonson, et al., 2009, pp168). Lastly, the trainer must ask questions about the infrastructure (hardware and software resources), and whether the communications network can handle the additional load from the online course.
Course discussions could be significantly enhanced. Students can be trained (video and print) on how to participate in an online discussion forum. The trainer can provide samples, detailed directions, and examples on how to post; all of which students can access anytime anywhere. This will enable the extension of discussions over several days rather than a class period.
The role of the trainer will change as the course moves from an Instructor-Centered, face-to-face course to a Student-Centered one. The trainer has six critical roles; that of a guide, mentor, catalyst, coach, feedback-giver, and resource-provider (Prestera, et al, April 2001). The intensity of each role will change as the students move through the course. For example, at the beginning of the course, students may require more guidance, feedback, and help acquiring or using resources. As they become more independent, the intensity of these roles lessen and other roles like that of coach or mentor intensifies.
The trainer must ensure student participation in the course. Every effort must be made to provide shy students with a nonthreatening means for participating in discussions (Simonson, et al, pp194). Suggested steps for the trainer are listed below.
- Describe the background and prior knowledge needed to successfully complete the course.
- Describe the resources (hardware, software, and printed materials) needed for the course. Special attention should be paid to software. For example, if Adobe Professional will be used extensively in the course then it should be stated at the beginning. A list of online training resources would also be helpful.
- Provide clear and concise instructions for the discussion post, including the topic, question(s) to answer, and due date.
- Provide samples of graded posts that range from failing to excellent. Add comments that explain why one grade was a 5 (excellent) and another was a 1 (failure).
- Place learners in small groups of no more than 10 people.
- Closely monitor discussions. Ensure misinformation is not accepted as fact, that the discussion threads do not go off track, and that erroneous information is not shared (Simonson, et al, pp187).
- Use "weaving" skills to keep the discussion on target while not inhibiting the value of all discussion (Hiemstra, 1994).
- Provide detailed feedback in a timely manner, including writing resources, observed problems, and ways to improve one's score.
- Send e-mail messages to individual students or student groups to alert them to problems associated with inactivity, lateness, or quality of communications, before their grade is adversly impacted.
Exhibit 1, located at the end of this document is a checklist that can be used by the trainer as preparation for converting to an online class. The exhibit contains three sections, one for the course, one for the student, and one for the equipment.
References:
Austin Community College (April 2010). IDS Distance Learning Project Retrieved on June 17, 2011 from http://irt.austincc.edu/ids/dlproject
Hiemstra, R., (1994). Computerized Distance Education: The Role for Facilitators Retrieved on June 14, 2011 from http://www-distance.syr.edu/mpaea.html
Prestera, G. and Moller, L. (April, 2001). Facilitating Asynchronous Distance Learning:
Exploiting Opportunities for Knowledge Building in Asynchronous Distance Learning Environments. Retrieved on June 15, 2011 from http://frank.mtsu.edu/~itconf/proceed01/3.html
Simonson, M., Sandino, S., Albright, M., Zvacek, S., (2009). Teaching and Learning at a Distance: Foundations of Distance Education: Chapter 13 Evaluating Teaching and Learning at a Distance (4th Ed). Boston, Ma.
EXHIBIT 1. TRANSITION CHECKLIST
This is a checklist designed to assist the trainer in pre-planning the move of a course from face-to-face to online.
SECTION 1. COURSE FOCUSED QUESTIONS
1. Title of course to be transitioned from face-to-face to online.
2. Duration of course (units of hours): 3. Number of students per class:
4. Briefly describe the course objective(s):
5. List in order the steps (objectives or goals) used to fulfill the course objectives stated above.
6. For each step listed above, complete the table below.
7. For each step listed in 6, above, which ones would you like to change to an online environment?
All course components:
Steps:
8. For the steps listed in 7, above, complete the table below.
9. Re-examine and modify the information contained in Steps 1 through 8 as needed. For the information contained in Step 8, which ones can be placed online now. Do not list those steps that require acquisition of additional resources.
SECTION 2. STUDENT FOCUSED QUESTIONS
1. Has the student population taken an online or hybrid course recently (within the last year)?
Yes No
2. Do students have experience using the following technological tools. Check all that apply.
2a Using a computer Yes No
2b Word-processing Yes No
2c Creating audio files Yes No
2d Creating video file Yes No
2e Accessing the Internet Yes No
2f Email Yes No
2g Cell Phone Yes No
2h Texting Yes No
2i You Tube Yes No
2j iTunes Yes No
3. Are the students prepared for an online learning environment?
Yes No
If the answer is Yes, move on to Section 3. Equipment Focused Questions.
4. What additional skills and/or training will students need to prepare them for online learning? Complete the table below.
Area of concern What they already know. What they need to know for online learning. Resources needed. Be specific. Are the Resources readily available (in-house) Yes or No
Using a computer
Word-processing
Creating audio files
Creating video file
Accessing the Internet
Email
Other 1
Other 2
Other 3
For all No responses in 4, above, state whether additional funding is needed and estimate how much money is require.
List areas of concern with a No reply.
Estimate the aunt of money needed to acquire the resource.
SECTION 3. EQUIPMENT FOCUSED QUESTIONS
Review and modify (as needed) the information in Sections 1 and 2 before completing this section. Complete the table below.
List the equipment needed for the online course. Be specific and make sure to include a list of d system requirements (i.e., sound card, 2G memory, etc.)
Is pre-course training needed? Answer Yes or No.
If you answered Yes, how will students get/receive pre-course training?
Is technical support needed? Answer Yes or No
If you answered Yes, how will students get help?
Student Equipment Requirements
Company Equipment Requirements
From 1953 - 1956 there was a television situation comedy (sitcom) called The Honeymooners The show centered around a married couple; Ralph Kramden, his wife Alice and their married friends and neighbors Ed and Trixie Norton. In one episode, Alice is upset because Ed brought Trixie a television and Ralph refused to purchase one for her. Ralph and Alice get into an intense argument wherein Alice demands to know why Ralph will not buy her a TV. Ralph replies, "Because I'm waiting for 3D TV" (Katsigeorgis, J., 1995). The audience burst into laughter. In the 1950's, when television was in its infancy, 3D TV was a preposterous notation. 
