This a YouTube interview of a Stony Brook university adjunct professor talking about the challenges of converting his face-to-face courses to an online format. The instructor discusses the challenges of compressing two semester long courses into 9 week formats as well as reproducing the best aspects of his face-to-face courses online. This interview will be useful to university faculty who are exploring issues related to becoming an online instructor and university faculty who are interested in alternate ways of presenting their face-to-face courses online.
Type of Material:
YouTube videos.
Recommended Uses:
Supplementary resource material for faculty who are preparing to teach online and for faculty who are part of a professional development course for online teaching.
Technical Requirements:
Must be able to access YouTube videos.
Identify Major Learning Goals:
• to present one university faculty member’s subjective and objective challenges while converting face-to-face university level courses to online format.
• To present solutions used by the university faculty member to overcome these challenges.
Target Student Population:
This will be useful to high school, college and university faculty who are preparing to teach online or who may be new to teaching online.
Prerequisite Knowledge or Skills:
Users will need to have technology skills in using the tools and functions of a Learning Management System e.g. discussion boards.
Content Quality
Rating:
Strengths:
It presented the issues and challenges of becoming an online instructor from the perspective of someone who had gone through the process. It allows online instructors to view an interview with someone who discusses and shares experiences of the process they may be going through.
Concerns:
There is an implicit assumption by the interviewer and faculty member that the technology for online teaching does not present a challenge or issue for new online instructors. The interview does not address the challenges of online teacher's technology use in any substantive way. The interview focuses only on the pedagogical challenges of online teaching. The interview is very unstructured and informal, as a consequence it meanders and is not thorough in the treatment of the topc
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
The interview was very informal and the instructor presented an authentic and empathetic perspective on issues related to becoming an online instructor.
The discussion on pedagogical goals and online strategies for accomplishing them was useful. The strategies presented were grounded in research and the instructor's personal experiences.
Closed Captioning was accurate.
Concerns:
The interview was very informal and unstructured. There were no markers to separate or highlight when specific issues were being addressed in sections of the interview.
Apart from the global goal of the interview, no specific objectives were given.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
Very easy to use. Since there were two videos, each less than 15 minutes, these can be shown in a faculty meeting. Pausing between the two videos would allow time for questioning.
Concerns:
The format was not interactive. There were no highlights or markers to separate the various sections of the interview. Visually, it was very static and somewhat uninteresting to watch the interviewer and interviewee sitting and talking with very few other visual elements. The few inserted visual elements were screen captures of the discussion boards in the Learning Management System. These were not instructionally helpful or visually appealing.
Creative Commons:
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