Joan T. Cook raised an interesting question at the Instructional Design and eLearning Professionals’ Group “How would you go about converting a face to face course to an eLearning format?” Several professionals in the Learning industry want to convert their f2f courses into an eLearning format. However, several of them do the same mistake again and again. They believe that by simply moving their content such as PowerPoint presentations, videos, audios, and documents to a Learning Management System that they have converted their face to face courses to an eLearning format. In my opinion, they have converted their traditional courses to an electronic format.

In this post I will present you the TOP 5 tips to Convert your Traditional Course into an eLearning format.

During my MBA program at BGSU I remember Dr. Garcia saying “Cash is the King”. In our case you should always remember that “Content is the KING!!!”. As a result, I assume that in your f2f course you use the most amazing content.

So here are my Top 5 Tips that you will help you convert your traditional course into an eLearning format:

1) Identify the eLearning Course Format
A f2f course can be converted in the following three eLearning formats.

1. Asynchronous Learning: Learning in which interaction between instructors and students occurs intermittently with a time delay. Examples are self-paced courses taken via the Internet, Q&A; mentoring, online discussion groups, and email. A primary area of investment in corporate eLearning development is asynchronous learning. As opposed to traditional instructor-led training or even distance learning that centers on teleconferencing and online presentations, asynchronous eLearning occurs in an environment where a single learner interacts directly with content via a technology system, maximizing flexibility in timing and access for the learner by allowing learner control of pace, schedule, and location.
2. Synchronous Learning: A real-time, instructor-led online learning event in which all participants are logged on at the same time and communicate directly with each other. In this virtual classroom setting, the instructor maintains control of the class, with the ability to “call on” participants. In most platforms, students and teachers can use a whiteboard to see work in progress and share knowledge. Interaction may also occur via audio- or videoconferencing, Internet telephony, or two-way live broadcasts. Commonly supported by media such as videoconferencing and chat, has the potential to support e-learners in the development of learning communities. Learners and teachers experience synchronous eLearning as more social and avoid frustration by asking and answering questions in real time. Synchronous sessions help e-learners feel like participants rather than isolates
3. Hybrid / Blended Learning: Learning events that combine synchronous and asynchronous learning, and face-to-face instruction.

1. Learner to Content: The learner to content interaction refers to the interaction between the learner and the content or subject matter. Moore believes that if a learner interacts with the content/subject matter, then changes in the learner’s understanding occur.
2. Learner to Instructor: The learner to instructor interaction refers to the interaction between the learner and an instructor, tutor, mentor, or content expert. The second type of interaction occurs via print, electronic dialog, e-mail, computer conferencing, or electronic online classroom discussions, and
3. Learner to Learner(s): The learner to learner interaction can occur outside of or in group settings with or without an instructor present. The third type of interaction occurs when learners engage in discussion moderated by the instructor. At the same time, learners’ groups may be given responsibility to act autonomously for conducting group projects, or other forms of group-lead activities.

Interaction between L2C