The quick transformation of face-to-face courses to an online format because of COVID-19 has generated a lot of attention to online learning in blogs and news outlets. While some authors go so far as to claim that online learning will experience remarkable growth and popularity because of the transformation of face-to-face learning to online delivery, others claim the opposite.[1] Many professionals who either design or teach online courses are quick to point out that there is a major difference between online learning or eLearning and the quick transformation of face-to-face courses to online delivery by educators. Indeed, the quick transformation of face-to-face courses constitutes what some professionals of online learning are calling “emergency remote learning.”
The phrase “emergency remote learning” suggests what educators are doing right now is an alternative and unplanned method for delivering instruction from a distance because they are simply not able to be physically located in a classroom with their students. Online learning, on the other hand, is founded on an entirely different philosophical and conceptual model of learning that always envisioned the delivery of instruction online. In other words, emergency remote learning may take place online and share similar components as online learning, but it differs from online learning because of design. As is to be expected, the difference in design is the reason for several other differences between emergency remote learning and online learning as seen in the table below.[2]
|
|
Online Learning |
Emergency Remote Learning |
|
Delivery of Instruction |
Online is always envisioned as the primary means for the delivery of instruction. |
Substitute for face-to-face learning because of circumstances. |
|
Preparation |
Course design requires a substantial amount of time, forethought, and preparation before the course begins. |
A quick consolidation of a large amount of course material prepared for face-to-face learning into an online format. This transformation results in improvised solutions to accommodate a new modality of learning. |
|
Integration of Technology |
The purposeful integration of technology in the course to create an engaging and interactive experience for learners. |
Limited technology may result in less than ideal situations of engagement and interaction. |
|
Technology Training |
Faculty professional development is planned and focused. Faculty are trained weeks if not months in advance in the technology used for teaching online. |
Faculty experience a quick adaptation of technology for the delivery of online instruction with minimal professional development. This quick adaptation may result in a stressful situation for face-to-face faculty. |
|
Online Pedagogy |
Faculty are trained in online pedagogy prior to the movement of courses into an online format. |
Faculty who teach face-to-face courses typically do not receive training in online teaching pedagogy. |
|
Course Design |
Courses are designed according to instructional design principles that concentrate on online learning. |
Courses are designed for face-to-face delivery. |
|
Delivery of Instruction |
Courses are mostly delivered in asynchronous formats with some synchronous meetings. |
Courses mostly consist of synchronous meetings. |
|
Quality Assurance |
There is a thorough evaluation of the alignment and purpose of critical course components. The evaluation also pays attention to the purpose and quality of course technology and multimedia. Course evaluations are part of the educational experience for students (e.g., formative assessments and surveys) in order to provide educators data for necessary course improvements. |
An evaluation is not possible because of the unanticipated circumstance of quickly transforming the course to be delivered online. |
|
Communication |
Important information is clearly stated and available to students through consistent channels. |
Educators, students, and parents (K-12) may experience difficulty communicating with one another because they are unfamiliar with online communication tools. |
|
Policies |
Course and institutional policies are stated clearly at the beginning of the course. |
Course and institutional policies are not clearly communicated or provided on a case-to-case basis. |
|
Structure |
Instruction is delivered in a variety of formats mostly because of the integration of technology in the course. |
A limited amount of time to learn new technologies may result in the repetitive delivery of instruction. |
|
Instructional Materials |
A variety of instructional materials are used such as podcasts, videos, texts, websites, instructor-created resources, and multimedia. |
Instructional materials usually consist of texts, handouts, and videos. |
|
Assessments |
Multiple assessment strategies are used to help learners apply what they learn. Clear directions and expectations are given to the learners from the beginning of the course. The quantity of assessments is carefully considered in order to not overwhelm the students. |
The transformation process and limitations in technology training could result in repetitive assessment strategies. A lack of time to prepare for the transformation may also result in unclear directions and/or expectations for the learners. While some educators may feel the need for more assessments to measure student competency and understanding because learning takes place online rather than face-to-face, others may lessen student expectations due to limited technology capabilities and resources. |
|
Learning Activities |
A variety of learner activities are carefully designed to facilitate the learner’s achievement of course objectives in an online format. The learning activities are aligned with critical course components and promote active learning by supporting learner interaction. |
The learning activities are usually designed to facilitate the learner’s achievement of course objectives in a face-to-face learning experience and as a result, the learning activities may not adequately support active learning online and students may feel a lack of interaction with their peers and instructor. |
|
Student Success |
Most online students are older and mature. These students already have or must quickly master self-discipline in order to be successful. |
There is a great diversity in the demographics of students. Educators may notice a lack of maturity and self-discipline in students not prepared for online learning. |
|
Technical Requirements and Minimum Technical Skills |
Learners understand that they must meet technical requirements such as computer or internet access in order to participate in the course. The learners must also have minimum technical skills such as navigating the internet by using a web browser or creating documents with a word processor. |
Learners may not have access to computers or a reliable internet connection. The list of technical requirements and minimum technical skills required of learners may evolve because of the ongoing transformation of weekly lessons from a face-to-face to online delivery. |
|
Access to Support Services |
Students are provided access to support services such as information technology, library resources, or tutoring services. |
Many academic institutions may experience a situation in which support services are not available online. |
|
Accessibility |
Courses are accessible to all learners according to the Universal Design for Learning (UDL) guidelines. |
Lesson plans that may have accommodated student needs in the classroom may not accommodate the needs of students online. |
|
Course Navigation |
Course design considers how the learner will navigate the course in a consistent and logical way in a learning management system. |
The course is delivered by any means available, with a limited ability to design and/or adjust the learning environment. |
|
Faculty Support |
Faculty have support personnel to help them resolve technology problems. |
The faculty have limited if any support personnel to help them resolve technology problems. |
|
Student Support |
Learners have access to support personnel to help them resolve technology problems. Learners are provided clear directions for accessing and using course technologies. |
The learners have limited if any access to support personnel to help them resolve technology problems. Educators often end up being the technical support in addition to fulfilling other teaching responsibilities. Learners are provided directions to access and use course technologies on an individual basis and/or as a need arises. |
Many educators across the world never anticipated they would have to quickly deliver their face-to-face courses using an online format. Students and parents also were thrown into this situation with no warning and very little if any experience with emergency remote learning. Social media, news outlets, and blogs have a tendency to focus on the frustrating and negative experiences of emergency remote learning. Perhaps we all need a change of attitude. Educators who are forced into emergency remote learning are doing the best they can with limited resources, and they should certainly receive praise for their efforts. But at the same time, it is important to remember that online learning is a different type of learning experience that requires a significant amount of time to thoughtfully design. Instructional designers and educators carefully design online courses that meet specific and rigorous standards and expectations.
Educators will most likely reflect about the current circumstances for years to come. Professionals in the online learning industry can learn a lot about their profession from educators who were forced to quickly deliver face-to-face courses on an online format. Many of these educators have provided noteworthy examples of quick, innovative, and creative solutions to deliver face-to-face courses online. Educators who are suddenly teaching online will hopefully look to their colleagues in the online learning industry for ideas, help, training, and advice that will not only help them in their current circumstances but in the future, too. Students and parents will hopefully not have a bad impression of online learning, recognizing that there is a difference between courses designed to always be delivered online and courses designed for face-to-face delivery that quickly go online because of emergency remote learning needs.[3]
Bibliography
Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust, and Aaron Bond. "The Difference Between Emergency Remote Teaching and Online Learning," EDUCAUSE Review, (March 27, 2020).
Ryan Craig. "What Students Are Doing Is Remote Learning, Not Online Learning. There’s a Difference," EdSurge (April 2, 2020).
Doug Lederman. "Will Shift Remote Teaching Be Boon or Bane for Online Learning?" Inside HigherEd (March 18, 2020).
Lauren Glenn Manfuso. "From Emergency Remote Teaching to Rigorous Online Learning," EdTech (May 7, 2020).
Footnotes
[1] Doug Lederman. "Will Shift Remote Teaching Be Boon or Bane for Online Learning?" Inside HigherEd (March 18, 2020).
[2] The information in this table is influenced by several articles:
Charles Hodges, Stephanie Moore, Barb Lockee, Torrey Trust, and Aaron Bond. "The Difference Between Emergency Remote Teaching and Online Learning," EDUCAUSE Review, (March 27, 2020).
Ryan Craig. "What Students Are Doing Is Remote Learning, Not Online Learning. There’s a Difference," EdSurge (April 2, 2020).
Lauren Glenn Manfuso. "From Emergency Remote Teaching to Rigorous Online Learning," EdTech (May 7, 2020).
[3] Special recognition is given to my mother, Suzanne Shisley, a Winds and Percussion Teacher - Assistant Band Director at Viewpoint School in Calabasas, CA for her perspective as a teacher involved in emergency remote learning. Also, a special thank you to my sister, Katy Martin, a mother of four children ages 6 - 13, who provided me valuable insight into the perspective of a parent involved in emergency remote learning. I would also like to thank my colleagues Mary Hensen, Steve Dwinnells, and Shirley O’Brien at Eastern Kentucky University for sharing their opinions about this topic and providing me valuable feedback about this article.