ION is always trying to further the knowledge of online education. One aspect of this mission is our case studies. Currently, ION is working on case studies dealing with the transferability of knowledge between online and face-to-face instruction; however, any topic related to online education is welcomed as a case study. If you would like to submit a case study or other form of research for inclusion on this Website, see the Call for Papers.
The Case Studies in Online Education are published on-line by the University of Illinois for the Illinois Online Network. These include studies done by the staff of ION as well as contribution made by our readers. Responsibility for the contents rests upon the authors and not upon the University of Illinois. Copyright on all case studies is retained by the authors or submitting party(ies).
Volume 3 Number 2
Table of Contents
Shifting to Online Education and Back Again -
One Educators Experience Learning to Teach Online, Online and Transferring Instructional Knowledge to Face-to-Face Practice
Virgil E. Varvel Jr., M.S., M.Ed.
CAI Guru, Illinois Virtual Campus,
University of Illinois at Urbana-Champaign
Online distance education is quickly growing across the globe. As more move to this mode of education, instructors are beginning to look towards their teaching practices and techniques of instruction when looking at this new environment. This study, through interviewing and analysis of archived course documents, examines the experiences of one participant in the Making the Virtual Classroom a Reality program designed to increase knowledge and abilities in online instruction. Her personal traits, social influences, and course content/dynamics were explored to find several factors she attributes to her successes in this program. Anecdotes were explored to further discern her experiences within the program. An ability to transfer knowledge obtained in and intended for an online teaching and learning environment to her face-to-face practice is paid particular attention. From this study, it would appear that the two modes of instruction are not as difference as many might think. Furthermore, social influences were not seen as a major contributing factor in knowledge transfer for our participant.
Facilitating at the Crossroads: The Emergence of Multiple Venue Productions/Presentations (MVPs)
Dan Balzer, MA
Teaching/Learning Instructional Designer, ILCCO Learning Academy
This paper describes the logistical and pedagogical elements of facilitating a “multiple venue production/presentation” (MVP). An MVP is defined as a synchronous event with both an online and face-to-face audience. The case study is based on a professional development workshop conducted at the ION – Faculty Summer Institute in May 2004. Virtual classroom software from Elluminate Live was used to connect an online facilitator, based in Minneapolis, with a f2f workshop in Springfield, IL. The paper explores the key role of the facilitator in being “pedagogically intentional” toward both audiences. Recommendations are made on how to incorporate MVPs into professional development and higher education courses.