Moving from Face-to-Face

Teaching to Online Learning: A

Case Study of One Instructor’s
First Year Transition

Catherine Pearlman, PhD, LCSW

March 4, 2017
ABOUT ME

Social Worker for 15 years before

moving into academia
Professional values ensure commitment
to equal access to recourses
Began teaching in traditional college
but for non-traditional students
 Yeshiva: Adults and working students
 College of New Rochelle: traditional age but all
first generation students
Accepted Fulltime Assistant Professor
job at Brandman University (adult
education)
Most classes were going to be online

10/18/2018
Let’s Start With A Game
What are the biggest concerns?

Lower Quality
No Comradery
No Interaction
There is no rigor
Deadlines are loose
No engagement
No group projects and
team building
OVERVIEW

Discuss common complaints

about online education

Identify the benefits and

challenges of teaching online

Confront fears and doubts about

online learning

Discuss best practices to ensure

high quality teaching delivery via
online education

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WHO CARES ABOUT ONLINE EDUCATION

Accessibility: Online learning 2002: 9.6% of

allows nontraditional students,
working adults, people with students were
disabilities and those living in rural taking online
communities the opportunity to classes.
attend college

Flexibility: Students are 2016: at least

increasingly looking for flexibility 1 in 4 taking
classes online
Administrators, concerned about
enrollment, believe that having
online learning opportunities is vital 2014: 5.8
to the future of the university million
enrolled in 1
Change or Get Left Behind online class
RESISTANCE

2.6% increase in faculty accepting

the value and legitimacy of online
learning in 5 years (students increased 96%)

58% of faculty surveyed report feeling more fear than

excitement about online learning

Nearly 2/3 of faculty believes that learning outcomes of face to-

face classrooms are superior to online learning

Faculty at institutions with online courses had a more optimistic

view of online education compared to those who work at
institutions with no online offerings.

Faculty with direct teaching experience online had the most

positive views toward online education
MY EXPERIENCE

Teach 1-2 class for 8 week session

6 sessions per academic year

 My course load was 6 classes
 Maximum enrollment is 35 students/class

Mandatory training
 3 week online course modeled after typical class
 Many online videos required to understand various
software options

A Mentor

Amazing tech support

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QUALITY

“Garbage in, garbage out”

 Quality is in course design
 Blackboard is robust
 Tech support a must

Lower Quality
 Same tests and assignments
 Higher level of monitoring

There is no rigor
 More rigorous because of flipped
classroom for more engaged
learners

Deadlines are loose

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COURSE SHELL

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WEEK 3 EXAMPLE

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WEEK 3 CONTINUED

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 The VIRTUAL CLASSROOM

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Slide credit: https://www.emaze.com/@ALOCLWWW/MY-PPT
CONNECTION

No Interaction
 Discussion Boards
 Adobe Connect

No Engagement
No Comradery
 Students often share more
freely in writing
 Almost anonymous
 Relationships develop especially
within a major with repeated
classes

No group projects and team

building
 Still possible but difficult

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LACK OF ENTHUSIASM

Students want this

degree

Graduation incredibly
meaningful for students

They know exactly how

it will help in the work
world

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STUDENT STATEMENTS
CHALLENGES

Supporting the learning curve for faculty

Initial and Ongoing Training
Managing class size and ability to attend to all students
Comfort with computers and technology
Re-envisioning course activities and assignments
 Open book tests
 Group Projects
 Role Plays
Facilitating in-depth dialog
Reading Students personalities, strengths and
challenges
BEST PRACTICES

Check in: Periodically ask how the course is going and for
suggestions

Use Discussion Board prompts that actually prompt

discussion

Encourage students be to personal and detailed

Encourage critical inquiry, questioning and constructive

feedback among peers

Model for students on discussion boards: Ask follow-up

questions. Why do you think that? What is your reasoning? Is
there an alternative strategy? Ask clarifying questions that
encourage students to think and to prove their assertions.
BEST PRACTICES CONTINUED

Log in to your course at least 4 times a week

Be Prompt: Answer email, monitor discussions, post

reminders, and hold online office hours in a very timely
manner

Set expectations for when you will get back to students

 I give out my cell phone number but may not be a popular
choice

Provide rich and detailed feedback in assignments

Use more interesting audio and visual material online

MY EXPERIENCE PART 2

Mastery takes years just as in classroom teaching

Faculty need more time to develop materials for class for

enrichment and enjoyment of students

35 students/class in many courses is way too many

 Interaction suffers
 Responses get shorter

Relationships are possible and take effort and care

My students are some of the most amazing and resilient

people & deserve this education even if there are flaws

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 REFERENCES

Allen, I.E. & Seaman, J. (2013). Changing Course: Ten Years of Tracking Online Education in the
United States. Retrieved from
http://www.onlinelearningsurvey.com/reports/changingcourse.pdf

Allen, I.E., Seaman, J., Lederman, D. & Jaschik, S. (2012). Conflicted: Faculty and Online
Education, 2012. Retrieved from
https://www.insidehighered.com/sites/default/server_files/files/IHE-BSRG-Conflict.pdf

Ebersole, J. (2008). Online learning: An unexpected resource. The Presidency: The American
Council on Education’s Magazine for Higher Education Leaders, 11(1), 24-26, 28-29.

Knowles, E. & Kerkman, D. (2007). An Investigation of Students Attitude and Motivation Toward
Online Learning. Student Motivation, 2, 70-80.
http://repositorio.ub.edu.ar:8080/xmlui/handle/123456789/2261

Marks, B., Sibley, T. & Arbaugh, J. (2005). A structural equation model of predictors for effective
online learning. Journal of Management Education, 29(4), 531-563.

http://teachandlearnonline.blogspot.com/2005/12/lms-comic.html
Questions & Contact

Catherine Pearlman
cpearlma@brandman.edu

10/18/2018