This presentation will highlight some of the strategies that Charter Oak State College has adopted for translating traditional on-ground teaching methods to an online environment. In on-ground courses, faculty already know how to engage their students by way of “traditional” face-to-face methods. But when a course moves online, adapting “traditional” methods simply requires using those methods as a compass. Online education may be the future, but entering the future does not mean forgetting the past.

1. “Where AreYou Going,
Where HaveYou Been?”
Strategies for Making theTransition from
On-Ground to OnlineTeaching
Daniel Facchinetti & Kaitlin Walsh
CTDLC E3 Conference May 28, 2014

2. Who Are You?
 Faculty, Staff, Admin, Other?
 Taught online before?
 Developed an online course?

3. About Charter Oak
 Connecticut’s public online college
 2592 students enrolled in courses (2012-13)
 2325 students enrolled at COSC (FA 13)
• over 80% PT
 73% Connecticut Residents
 66% Female
 Average age 38
 600 degrees awarded (2012-13)

4. Academic
Dean
Instructional
Designer
Course
Developer
Instructional
Designer
ID Associate
Student
Worker
COSC Instructional Design

5. SME hired
SME drafts
proposal &
orders texts
Proposal sent to
peer reviewer
When
approved, SME
gets 1st
payment
SME maps out
course using
templates
SME delivers
material to ID
ID builds course
in Bb
Registrar adds
course to
catalog
SME signs off,
gets 2nd
payment
Our Course Development Process

6. Guiding Faculty
What sort of guidance do faculty need to envision a full-
semester’s worth of course content before actually teaching a
course?
• Many faculty work on their courses throughout a semester.
• We encourage faculty to plan out the entire course prior to the
beginning of a term. Our course development methodology is built
around that.
• Trying to maintain a consistent look and feel.
• Consistency matters for students with disabilities
• Reducing student anxiety

7. ADDIE Model
 Analysis
 Design
 Development
 Implementation
 Evaluation

8. Analysis
 Planning an online course involves identifying goals of the
course (student learning outcomes) and analyzing how to
realistically achieve those goals.
 Learning objectives have three parts:
• Performance
• Conditions
• Criterion

9. Course Proposal
 Addresses analysis, design, and some development
 Faculty developer (SME) proposes course within a
template
 Proposal sent out for peer review

10. Setting Objectives Early On

12. Design & Development

13. Considering Instructional Methods

14. Developing Instructional Methods

15. Aligning Instructional Methods

16. Implementation

17. Implementation

19. Evaluation
 Student Evaluations
 Faculty/peer review evaluations

20. Lost in Translation?
How do we translate traditional teaching methods such as
lectures, discussions or other forms of in-class participation?
• Making the move to “facilitator” or “curator”

21. ENG 302 – World Lit for Children

22. SOC 315 – Sociology of Diversity

23. MGT 360 – Small Business Mgmt.

24. POL 150 – American Government

25. HIS 101 – US History 1
“The Jamestown settlement was a fiasco!”
Agree? Disagree?

26. Why do this?
 More chances to be creative & active in the course.
 Not necessarily a direct translation from on-ground
to online, but on-ground methods can serve as a
compass to launch online discussions and activities.

27. Discussions
• How do in-class discussions
translate into structured online
discussion forums?
• Do in-class discussions privilege
the spontaneous production of
ideas?
• Or do online discussion forums
preclude spontaneity?

28. Web Conferences & Engagement
UsingWebEX for:
 Office hours
 Public speaking projects
 Group and team assignments
 Instructors provide guidance on final projects (i.e.,
the CPS)

29. Attendance and Participation
What is “classroom time” when an instructor doesn’t have a
classroom?
• What we talk about when we talk about “participation”

30. One instructor’s perspective
 “…we want some degree of casual or even
unfounded opinions in the discussions, or they will
just dry up.”
 “The research is clear that students want and need to
learn from each other, and too ‘heavy’ an instructor
presence leads to face-classroom type online
classrooms, with the professor downloading all
wisdom and the student being passive and quiet –
this isn’t what we need or want. … we need to be
there but not in a dominating role.”

31. The Official Definition
 “Academic attendance”  “attendance at an
academically-related activity”
• Physically attending a class
• Submitting an assignment
• Taking an exam, tutorial, computer-assisted instruction
• Attending a study group
• Participating in a discussion
• Initiating contact with the instructor
 Charter Oak’s policy – 2 graded
assignments per week

32. Benefits of Asynchronous Learning
Does an asynchronous learning environment benefit certain
types of students or learning styles more than others?
 Knowles’ six principles:
• Adults are internally motivated and self-directed
• Adults bring life experiences & knowledge to learning
experience
• Adults are goal-oriented
• Adults are relevancy oriented
• Adults are practical
• Adults like to be respected

33. Thank You!
 Daniel Facchinetti - dfacchinetti@charteroak.edu
 Dr. KaitlinWalsh – kwalsh2@charteroak.edu