Yes, it’s exciting to me: an online course will allow learners who cannot attend F2F courses to benefit from what we teach. Even if I design online learning modules (different from an entire course), this will improve the efficiency and effectiveness of F2F: it will free up time for more meaningful interactions and engagement with the self-paced learning occurring outside of class.
My thinking is that this online direction will allow students to self-pace, self-select, self-assess. With online instruction, learning can become more individualized and relevant to the learner. Similarly, in the hybrid model, the learner’s time outside the F2F classroom is more efficient. Thus, perhaps with online instruction I would be able to monitor and track assessments to a greater extent to evaluate a student’s progress.
My biggest concern, then, involves time management. I feel I would want to/ need to read every post, audio activity, assignment to evaluate and assess individual learner progress. In fact, the Van de Vord and Pogue (2012) article “Teaching Time Investment: Does Online Really Take More Time than Face-to-Face?” confirms that online instruction does indeed require more time with assessing and evaluating learner progress. Further, from Anderson in the article “Teaching in an Online Learning Context” (2004),since timely feedback is essential to the effectiveness of the course/learning, I find it daunting to think how to keep up with this.
Perhaps by understanding the ‘culture’ of online teaching; that is, use of self-assessments while still having the learner feel supported, understanding the mechanisms and techniques to engage and motivate learners online.
And, one other challenge: balancing realistic parameters/limitations of course development and vision/ambition!