Teach Online

Comparing Face-to-Face and Online Teaching: The types of differences between teaching face-to-face and teaching online can be categorized as pedagogical, operational, student related, and the role the instructor takes.

Source: Comparing Face-to-Face and Online Teaching, Johns Hopkins Engineering for Professionals: http://bit.ly/2DkdCR5

Time and place are key elements to consider when teaching online, hybrid or in a technology enhanced face-to-face course. When teaching online for the first time, you will want to consider how time and place impact your choice of synchronous or asynchronous instructional activities. Extending learning beyond the classroom is not new. Coldeway (1995) shared approaches to using technology to teach at a distance over 25 years ago. Redmond (2011) added to these four approaches to incorporate more recent digital technologies that enable more flexibility, communication and collaboration online. As new technologies emerge so do approaches to teaching and learning online. 

• Same time, Same place – This is a traditional face-to-face approach where the instructor and learners are in the same geographical location at the same time. Synchronous technology tools such as Blackboard Collaborate or Skype can replicate many of the same F2F elements. Even tools such as online discussion forums can be used at the same time, synchronously in an online or hybrid course. 
• Different time, Same place – Virtual classroom tools such as discussion forums, wikis, blogs, and journals can bring students together to meet in the same place, but provide flexibility around when they are expected to participate. 
• Same time, Different place – Consider classroom activities and assessments which must be completed at the same time. Students may work together on a project using a video conferencing tool or take an exam at the same time. They are given the flexibility to complete their work in different geographical locations, but required to work at a specific time. 
• Different time, Different place – Learners and instructors engage in course activities in different geographic locations and at different times. Homework assignments can also be completed at different times and locations, although they still have a due date. Email is another example of this type of asynchronous interaction. Learners and instructors choose the time and place to participate. 

References:

• Coldeway, D. (1995). Distance education revisited: An introduction to the issue. In Simonson, M., S. Smaldino & S. Zvacek (Eds.), Teaching and Learning at a Distance (pp. 7). New Jersey, NJ: Prentice-Hall, Inc.
• Redmond, P. (2011). From face-to-face teaching to online teaching: Pedagogical transitions. In Proceedings ASCILITE 2011: 28th Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Changing Demands, Changing Directions (pp. 1050-1060). Australasian Society for Computers in Learning in Tertiary Education (ASCILITE). https://eprints.usq.edu.au/20400/ 

Effective Online Instruction
Researchers from Rowan University, Sun and Chen reviewed 47 published studies and research on online teaching and learning since 2008, arguing that effective online instruction is dependent upon: 

• Well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors
• Creation of a sense of online learning community
• Rapid advancement of technology

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. Retrieved from http://www.informingscience.org/Publications/3502 

Standards of Quality in Course Design
There are just as many approaches to teaching online as there are teaching in person. There are several standards of quality when it comes to designing and delivering online courses. Chico's Rubric for Online Instruction offers a framework for addressing this question. Quality Matters’ is one of the best known, and widely respected since it’s rubric covers 8 core components, founded on research in effective online teaching and learning. The eight standards are:

• Course Overview and Introduction
• Learning Outcomes 
• Assessments
• Instructional Materials
• Learning Activities and Learner Interaction
• Course Technology 
• Learner Support
• Accessibility and Usability
   

Distance education is defined as a planned teaching-learning process that uses one or more technologies as a conduit for learning when students are separated from the instructor, requiring regular, substantive and supportive instructor-student and student-student interactions.  Interactions may be in real-time (synchronous) or delayed (asynchronous). The technologies may include but are not limited to the Internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or  DVDs, and CD-ROMs, if they are used in conjunction with any of the prior technologies.

• An in-person (P) course has no course assignments and no required activities delivered online.
• A web-enhanced (W) course is where no scheduled class meetings are replaced, but some of the course content and assignments, as well as required or optional activities, are online.
• A partially online (PO) course has up to 20% of scheduled class meetings replaced with online activities or virtual meetings.
• A hybrid (also known as a blended course) (H) course has between 33% and 80% of scheduled class meetings replaced with online activities or virtual meetings.
• An online (O) course has more than 80% but less than 100% of scheduled class meetings replaced with online activities or virtual meetings.
• A fully online (FO) course has 100% of scheduled class meetings replaced with online activities or virtual meetings. All of the class work, including exams, is online.