Higher Education Online Courses

Hi Everyone,
Sorry I haven't posted any discussions - at least up to this point.
I'm working with faculty on my campus to help them build online courses. I have a lot of the technology down, but, I must admit, I don't have the pedagogy clear in my head. I'm familiar with the online concept of building collaborative teams using an LMS like blackboard and synchronous and asynchronous tools, but I haven't come across an online environment that can equal a "real live" class.
I'm looking for some direction here. Building online communities to discuss courses like calculus, chemistry, and physics just doesn't seem to exist. There are a lot of online labs, and publishers have created online text books along with associated online labs like mylab, but it just seems difficult to build in f2f presentation, problem solving, discussions etc. environment. Has anyone had success teaching an online course? and if so, how did you build in the 1:1 simulation?
thanks. Ron

Tags: centered, classroom, collaboration, education, higher, in, learning, pedagogy, teaching, technology, More…the, web2.0

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Permalink Reply by Tammy Moore on November 20, 2009 at 3:52pm

Have you looked in to building a companion online synchronous element? I teach high biology, chemistry, and physics using and LMS (Moodle) and Elluminate. I don't see why the two together wouldn't make a wonderful combination at the college level.

I use to teach face to face classes locally with a heavy emphasis on labs and months-long research projects. Now, with teaching online, my students are spread out across the US and Canada (a few even from South America). Since I was very hands-on oriented in my past experiences working with students, it was a high priority to have those elements in the online course as well.

In the synchronous classroom environment:
It is not only customary but accepted as the norm for the student populations I serve to have some basic science gear in their homes. Nearly 100% of them have a good quality microscope. Most have the typical chemistry lab gear such beakers and test tubes. They consider it normal to be expected to get basic dissection specimens and gear. For labs that use tools that the student population is likely to have, I use whatever support the lab requires based on its difficulty level. Labs that are not difficult will have textual instructions. More complex labs will have live web cam support (such as dissections) or use other interactive tools to give them a solid walk through so they have success at home. For labs with equipment that goes beyond the norm of the student population, I supply simulations. These simulations have come in many forms. I have used software that can be played in the live classroom environment via the media library (it can run Flash activities), links out to websites with interactives, software (via application sharing), and interactive graphics right there on the whiteboard system. I often integrate these with story-threaded scenarios based on real world problem solving. Think of it as students getting caught up in a CSI or medical mystery style investigation complete with character development and plot. They get exposure to equipment, concepts, decision trees, team decision-making, observation skills, hypothesis-making, and more as they go through these bio and chem mysteries together as a team. Plus, they are just plain fun! The kids beg for them.

I have experienced face-to-face and online Elluminate labs. I think the students in both environments learned a tremendous amount and ended up with equal quality experiences.

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Permalink Reply by Ron Frattra on November 23, 2009 at 6:45am

Hi Terry,

Thank you so much for your reply. I'm happy to hear that online synchronous course works! You have a lot of experience using the different online tools.

I'm familiar with my courses online (instructional design), but my math and science faculty are resistant to the concept. You've provided me with some great feedback. I can now challenge with more confidence.

Thanks again,
Ron