“Where Are You Going, Where Have

You Been?”

Strategies for Making the Transition from

On-Ground to Online Teaching

Daniel Facchinetti & Kaitlin WalshCTDLC E3 Conference May 28, 2014

Who Are You? Faculty, Staff, Admin, Other? Taught online before? Developed an online course?

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About Charter Oak Connecticut’s public online college 2592 students enrolled in courses (2012-

13) 2325 students enrolled at COSC (FA 13)

• over 80% PT 73% Connecticut Residents 66% Female Average age 38 600 degrees awarded (2012-13)

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COSC Instructional Design

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Academic Dean

Instructional Designer

Course Developer

Instructional Designer

ID Associate

Student Worker

Our Course Development Process

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SME hired

SME drafts proposal & orders texts

Proposal sent to peer

reviewer

When approved, SME

gets 1st payment

SME maps out course using

templates

SME delivers material to ID

ID builds course in Bb

Registrar adds course to catalog

SME signs off, gets 2nd payment

Guiding Faculty What sort of guidance do faculty need to envision a full-semester’s worth of course content before actually teaching a course?

• Many faculty work on their courses throughout a semester.

• We encourage faculty to plan out the entire course prior to the beginning of a term. Our course development methodology is built around that.

• Trying to maintain a consistent look and feel.• Consistency matters for students with disabilities• Reducing student anxiety

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ADDIE Model Analysis Design Development Implementation Evaluation

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Analysis Planning an online course involves identifying

goals of the course (student learning outcomes) and analyzing how to realistically achieve those goals.

Learning objectives have three parts:• Performance• Conditions• Criterion

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Course Proposal Addresses analysis, design, and some

development Faculty developer (SME) proposes course

within a template Proposal sent out for peer review

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Setting Objectives Early On

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Design & Development

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Considering Instructional Methods

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Developing Instructional Methods

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Aligning Instructional Methods

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Implementation

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Implementation

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Evaluation Student Evaluations Faculty/peer review evaluations

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Lost in Translation?

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How do we translate traditional teaching methods such as lectures, discussions or other forms of in-class participation?

• Making the move to “facilitator” or “curator”

ENG 302 – World Lit for Children

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SOC 315 – Sociology of Diversity

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MGT 360 – Small Business Mgmt.

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POL 150 – American Government

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HIS 101 – US History 1

“The Jamestown settlement was a fiasco!”

Agree? Disagree?

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Why do this? More chances to be creative & active in the

course. Not necessarily a direct translation from

on-ground to online, but on-ground methods can serve as a compass to launch online discussions and activities.

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Discussions

• How do in-class discussions translate into structured online discussion forums?

• Do in-class discussions privilege the spontaneous production of ideas?

• Or do online discussion forums preclude spontaneity?

Web Conferences & Engagement

Using WebEX for: Office hours Public speaking projects Group and team assignments Instructors provide guidance on final

projects (i.e., the CPS)

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Attendance and Participation

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What is “classroom time” when an instructor doesn’t have a classroom?

• What we talk about when we talk about “participation”

One instructor’s perspective “…we want some degree of casual or even

unfounded opinions in the discussions, or they will just dry up.”

“The research is clear that students want and need to learn from each other, and too ‘heavy’ an instructor presence leads to face-classroom type online classrooms, with the professor downloading all wisdom and the student being passive and quiet – this isn’t what we need or want. … we need to be there but not in a dominating role.”

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The Official Definition “Academic attendance” “attendance at

an academically-related activity”• Physically attending a class• Submitting an assignment• Taking an exam, tutorial, computer-assisted

instruction• Attending a study group• Participating in a discussion• Initiating contact with the instructor

Charter Oak’s policy – 2 graded assignments per week

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Benefits of Asynchronous Learning

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Does an asynchronous learning environment benefit certain types of students or learning styles more than others?

Knowles’ six principles:• Adults are internally motivated and self-directed• Adults bring life experiences & knowledge to

learning experience• Adults are goal-oriented• Adults are relevancy oriented• Adults are practical• Adults like to be respected

Thank You!

Daniel Facchinetti - dfacchinetti@charteroak.edu

Dr. Kaitlin Walsh – kwalsh2@charteroak.edu

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