Why F2F-->Online?

For many faculty, administrators, and even faculty developers, it may be important to make the case for why faculty might consider redesigning a course to place an increased emphasis on online resources and activities, and why a department, college, and/or institution might want to be supportive.

Here is a select summary of arguments and examples with links to full papers.

Blended Learning at the University of Central Florida

  • Blended learning is a pedagogical approach that combines the effectiveness and socialization opportunities of the classroom with the technologically enhanced active learning possibilities of an online environment.
  • It shifts from lecture- to student-focused instruction. Students become inter(active) learners.
  • Interaction increases between students, students and instructor, student and content, and student and outside resources.
  • Formative and summative assessment mechanisms for students and instructors are integral to the course design.
ECAR Research Bulletin: (Educause Center for Applied Research) This report includes data on student learning, attrition, and faculty satisfaction.
http://net.educause.edu/ir/library/pdf/ERB0407.pdf


Five Pillars of Quality for Online Education - Sloan-C

  • Student satisfaction
  • Faculty satisfaction
  • Learning effectiveness
  • Cost effectiveness and Institutional commitment
  • Access
Pillar Reference Manual"The five pillars of quality summarize the ideals of online education in a quick, holistic view of continuous quality improvement."
http://sloan-c.org/publications/books/dprm_sm.pdf

Course Redesign Improves Learning and Reduces Cost

Findings from National Center for Academic Transformation's 5-year research on 30 large-course redesigns include:
  • Twenty-five of the 30 projects showed a significant increase in student learning. (The other five showed learning equivalent to traditional formats.)
  • Eighteen of the 24 projects measuring retention reported a decrease in drop-failure-withdrawal rates, and an increase in course-completion rates.
  • All reduced costs by 37% on average (ranging from 20% to 77%) and produced a collective annual savings of about $3 million.
  • Collectively the 30 courses enroll about 50,000 students annually.
  • Other positive outcomes included improved student attitudes to the subject matter and increased student and faculty satisfaction with the mode of instruction.
http://www.highereducation.org/reports/pa_core/index.shtm

Additional Resources

ALN Principles for Blended Environments: A Collaboration

http://www.sloan-c.org/publications/books/alnprinciples2.pdf
This Sloan Consortium publication highlights ways in which combining online and face-to-face activities provide the opportunity for improved student learning. The authors highlight relevant research findings and the practical implications of these findings for administrators, learners, teachers, student services, and information technology.

The Clipper Project: Discovering What Online Courses Offer Residential Universities

http://www.educause.edu/ir/library/pdf/EQM0712.pdf
The experiences of Lehigh University with the offering of online courses are reviewed in this article. The authors highlight how the use of technology in online courses prompted faculty members to change their approaches to pedagogy. Project data and outcomes are presented.