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Transforming a F2F Course Outline Into an Online Course Outline

Transforming a F2F Course Outline Into an Online Course Outline

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Published by Jonathan Acuña
Hybrid and Blended Learning
Hybrid and Blended Learning

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Categories:Types, Research
Published by: Jonathan Acuña on Jul 28, 2013
Copyright:Attribution Non-commercial

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04/30/2014

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ELT article published by Prof. Jonathan Acuñaat http://reflective-online-teaching.blogspot.com/ 
Transforming a F2F Course Outline intoan Online Course Outline
When an online course outline is compared to its F2F counterpart, theinstructor can be quite surprised by the amount of differences that can befound. However, these differences can be used in both teaching scenarios,but they seem to be crucial to accomplish learning goals with online-learning students.To start with, no matter what teaching scenario the instructor is facing, the
course syllabus states learners and instructor’s responsibilities. These
responsibilities imply the following:
1 
The
online course
syllabus clearly defines participation. That is,students and instructors understand
 –
in terms of participation- howoften it is expected from them to be checking the learning platform
 
ELT article published by Prof. Jonathan Acuñaat http://reflective-online-teaching.blogspot.com/ 
and interacting with the rest of the class. Additionally, it sets theminimum participation required to get credit for their final grades andthe number of minimum interactions with their peers. Somehow, in
this section, it is expected that learners respond to teachers’ 
questions to expand their ideas and thoughts beyond the initialrespond.
In
F2F class 
 , instructors are somehow limited to control the amount of student participation. Students who are introverted, timid,or reserved can have a limited way of interaction with peers in class.In a VLE these kinds of learners can gain their voice easily.
2 
The
online course
syllabus provides students with a clearcredit/grade correlation. Each learning task, forum discussion,assignment, and reflection is given a certain amount of credit that
gets transformed in the bits and pieces of the learner’s final course
grade. This information has to be available for them, so they can
keep track of what they are and aren’t doing. To ensure that all tasks
are carried out on time, the instructor ought to always send studentsfriendly reminders of what they have to have ready based ondeadlines.
Even though this credit/grade correlation is provided in 
F2F 
teaching scenarios, it is a bit more difficult to keep track of what students are or are not doing on their own. If students are absent from class and fail to communicate with their peers, they may miss deadlines and consequently lose vital learning experiences and points to pass the course.
 
ELT article published by Prof. Jonathan Acuñaat http://reflective-online-teaching.blogspot.com/ 
3 
The
online
 
course
syllabus will also include information on how thecourse will work. For instance, it needs to include the way in whichstudent-instructor will occur. Depending on the learning platform thatis being used to host the course, the instructor can send collectivemails or individual notifications to students, and vice versa.Furthermore, the LMS can also give room for communication amongpeers by means of chats or forums as well. And let us not forget thatpart of how the course will work has to do with the frequency of teacher-student communication.
Oftentimes students on 
F2F 
learning environments are not very clear on how course communication is going to be carried out. Most of this communication takes place in the classroom rather than outside. And needless to mention the fact that several instructors do not have student attention hours to help learners with their course work and assignments.
To adapt a F2F course outline to be fully functional in a VLE, the instructorneeds to pay attention to the following differences.
Online Course Outline F2F Course Outline
- A clear purpose connection forboth students and instructors.- A clear purpose connection forboth students and instructors.- Provision of links to supportiveonline material before, during, andafter the course is taken.- Provision of links to supportivematerial needs to be done duringthe course since paper course

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