Topic 4: Creating Online Course Components
Faculty Team Members:   Consultants:
Christel Vonderscheer - Harford Gary Kaiser - CCBC
Mary Beth Graham - Carroll CC Andrew Habermacher - PGCC
Joan Demko - WorWic  
Bob Ouellette - UMUC  
      
Analyze the Audience
  • The faculty member should have experience with teaching face-to-face courses, and are preparing to teach online for the first time (or are developing a brand new online course)
  • The faculty member should have an idea of which basic course components in their face-to-face course they would like to utilize in an online course (in some form)
  • This level of training would be appropriate for the Beginner/Intermediate
Learning Objectives
  • Familiarity with the various online course components
  • Understanding of the different levels of sophistication that an online course may take on, based upon the number and type of components included in the course
  • Ability to assess the effectiveness of an online course for their particular discipline

Critical Issues

  • Must be content-specific
  • There is no one solution that will fit all courses or disciplines
  • The typical online course will evolve from a basic level to a more complex level (with regard to number of components, technological level, and interactivity) as the course is offered in subsequent semesters
Presentation of Topic Information

Should include what each component of an online course is÷for example, electronic syllabus, chat, threaded discussion (bulletin boards), online assessments, etc. http://academic.pg.cc.md.us/~ahabermr/olc5fottc/olccomp.html

Online Course Models - Current research http://academic.pg.cc.md.us/~ahabermr/olc5fottc/olcmodels.html

Conceptual model of the evolution of a course site (developed by FOTTC team 5)
Depicts the evolution of an online course from the Basic Model (perhaps the first or second semester the course it taught) to an Enhanced Model (as the online instructor gains experience and technical skills relating to online courses) and, ultimately, the Leading Edge Model (this model is constantly changing with regard to specifically what specific components are included, but an online course following this model would include the "latest and greatest" online course components available given current technology).

The Experts

  1. Andrew L. Habermacher, Ph.D. Professor of Anthropology, Prince George's Community College
    (301) 322-0548 habermax@pg.cc.md.us

Can provide the following info: - Online course models - Details about online course components - Putting courses online (helpful suggestions) - Discussion of Objectivism vs. Constructivism - Annotated webliography for online course components & design - Sample form for evaluating online courses with regard to components, online course models, and pedagogical approach

  1. Gary E. Kaiser, Ph.D. Professor, Microbiology, The Community College of Baltimore County, Catonsville Campus
    gkaiser@ccbc.cc.md.us

Can provide the following info: - Very useful, specific examples of the use online course components to support microbiology lectures and labs - Excellent use of graphic elements

~ Using the Internet to Support Microbiology Lectures and Labs , Gary Kaiser - CCBC

You would need approximately 2-3 hours (max.) to address this topic. Of course, the content could be organized into several shorter sessions.

Available Resources

Online Resources

~ Annotated Webliography (Andrew Habermacher, Ph.D.) http://academic.pg.cc.md.us/~ahabermr/olc5fottc/compweb.html

~ 10 Tips for Online Course Development
http://www.stylusinc.com/online_course/tips.htm

~ Asynchronous Learning Instructional Strategies
http://www.enmu.edu/~kinleye/async/strategy.htm

~ Online Development: Faculty Development http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/online/online.htm

~ Knowledge and Skills Questionnaire ( from FOTTC Pre-Workshop Inventory) - http://www.harford.cc.md.us/faculty/cvonders/KnowledgeandSkills.htm

~ Web Course Development Tools
http://www.cabrillo.cc.ca.us/instruct/resources/tools.html

Sample Distance Learning Courses:

~ Microbiology, Gary E. Kaiser, PhD.
http://www.cat.cc.md.us/courses/bio141/lecguide/unit1/u1act1.html

~ Astronomy, Paula Noeller
http://student.ccbc.cc.md.us/courses/astm101c/

~ Earth Science, Paula Noeller
http://student.ccbc.cc.md.us/courses/eas101/

~ Introductory Philosophy - Oregon State University http://www.orst.edu/instruct/phl201/modules/mechanics/00info.html


Print Resources

~ Converting a Word Document to Front Page, Margo Chaires - PGCC

~ Organizing Files for Your Online Course, Carol Decker - Montgomery

~ Create a Faculty Home Page, Carol Decker - Montgomery

~ Create a Web Page for Your Syllabus, Carol Decker - Montgomery

~ Uploading Your Web Page, Carol Decker - Montgomery

~ Common Student Misconceptions, Chris Sax - UMUC

Exercises
  1. In the "Online Academy Workbook"
    http://www.aacc.cc.md.us/ola/OnlineAcademyWorkbook.htm

    fill in the section entitled: Comparison between your classroom and your Online Course". Based on your response, identify the course components you would use.
  2. OL Course Evaluation exercise:
    http://academic.pg.cc.md.us/~ahabermr/olc5fottc/exercise1.html
    Try to find a course in your area of expertise. Evaluate the course based on the worksheet (web page) criteria.
  3. Based on your findings by looking at some online courses, make of list of elements that constitute a good course and a bad course

Discussion Questions

  1. What mental process do you need to transfer an F2F course to an online course?
  2. How do components differ according to discipline and methods of implementation?
  3. How do you take into account cultural and learning styles differences?
  4. How would you incorporate team interaction into your online course?
Assessment Strategies
  • Conduct a non-threatening pre-class survey on factual knowledge and working experience. Repeat the same questionnaire post-class. Knowledge and Skills Questionnaire ( from FOTTC Pre-Workshop Inventory) http://www.harford.cc.md.us/faculty/cvonders/KnowledgeandSkills.htm
  • Use an open-format approach to draw members to provide comments on missing elements and identify what other information is needed.

How would you use these strategies to assess understanding of this topic?

  • In principle, students should show improved knowledge, skill, and ability after the class versus before the class.