How to Change a Face to Face (F2F) Class into an Online Class

The Problem

With the rise of online learning not only are new classes being created for online learning, but many face-to-face (F2F) classes are being migrated into an online format. An obvious example of this is the recent Covid-19 pandemic which caused the closure of schools, from kindergarten to colleges and universities, across the country.

I heard from many students and some teachers how difficult it was to suddenly change to an online format with little to no time, and with some very unsatisfactory results. The problem is that an in-person class cannot just be put up on the internet. F2F classes are designed to be effective with the teacher and students all in the same classroom at the same time. Similarly online classes must be designed to make effective use of the digital space, with students accessing class content at different times and different locations.

There are strengths and weaknesses to both modes of presentation and interaction, and the key is to go from strength to strength – what works best for F2F into what works best for online classes. In this post I will offer some ways that instructors can effectively translate in-person modes of delivery to online modes.

Solutions

Communication: Student-Teacher Interaction

Except for very large auditorium classes, F2F classes are to a greater or lesser extent discussion classes. That is, while the teacher lectures/presents information the students have the opportunity to ask the teacher questions about class material. Preferably teachers lead their classes in discussions where the whole class engages in active conversation. It has been said that students learn more in Socratic dialog in class with each other than from any other mode of instruction.

In an online setting these class discussions take place through asynchronous (not all at the same time) discussion chat threads, where students are required to answer questions in initial discussion threads and must reply to a certain number of other student posts, usually spread out over a given length of time, typically one week. These chat threads take the place of in class discussions.

The advantage of these threads is that students can take their time to thoughtfully consider and compose what they write instead of missing an opportunity in class if they have a question later, or naturally shy students may feel more at ease being relatively anonymous. However, since the teacher won’t be physically there to answer questions, create an ‘Ask the Professor’ thread in the discussions space. The teacher also should include several ways for students to contact them privately in the course introduction pages.

Engagement: Learning Activities

There are many ways to engage students online through the use of interactive learning activities. Instead of just reviewing technical or vocabulary terms on paper, create clickable flash cards where the term is on the front of the card and, when you click on the card, it flips over to reveal the definition.

You can also create a large graphic with hot spots that are clickable to reveal information. For example, in a geology/geography class have a graphic of some terrain with hotspots on different features. This map activity pinpoints areas around the world where different philosophies were created. Click on the hot spot to reveal pertinent information.

You can also create fill in the blank questions on quizzes, terms to be dragged and dropped into the right locations- these are all activities that can be created and uploaded to an LMS (Learning Management System).

You can also create layered figures to show visual relationships. Imagine a graphic of a human skeleton, maybe with the bones identified. Click on the figure and a layer with the internal organs appears. Click again and the glandular system is added, then the muscular system. Hotspots can be used to identify important features/relationships. Text is not the only learning tool- visuals are very effective, particularly if they are made interactive.

Text can be made to fit into an online learning environment. You can have an online textbook that has reading quizzes embedded at the end of various sections. Texts should be made searchable with click-on links to definitions, references, maps, and other class material.

The Road Map: Course Information

It is essential in an online class to have organized, clear and detailed course content. Unlike F2F learning, an online format does not allow immediate clarification during class time. Learning objectives, expectations and due dates give clear direction to the student and let them know what their responsibilities are. Any information that students may need should be anticipated and included in the introductory pages. Confusing and cluttered content leads to frustration and a poor learning experience.

Of course the class syllabus should be included in the introductory pages, as well as a page or pages giving a full introduction to the course containing help links and tech help phone numbers. All class information, including the class schedule, readings and learning activities, should be clearly organized and presented. Detailed learning objectives stating specifically what students will be able to measurably do by the end of the course are absolutely necessary. These objectives must be drawn from standards like Bloom’s Taxonomy.

A well-designed course adapted to a virtual environment, using the principles of instructional design and adult learning theory should encompass a clear road map of the learning experience ahead.

Conclusion

Online courses can be made to be just as effective as traditional F2F courses. They just have to be designed to work in the online space rather than the classroom with attention given to learner engagement. Some careful consideration of the advantages of online learning and appropriate translation of in-class course materials to a learning management system is all that is needed to create a learning space that is inviting and focused on course objectives.