Table 2 The Possible Unperceived... | Emerald Publishing

Table 2

The Possible Unperceived Challenging Problems During Format Shifting in HES 3002

Misconception	Actuality
The needs of the two classes in two formats are the same.	The distance class needs more time, more technical support, and a format change tutorial to build a new learning style. It needs prompts and reminders to guide students into active participation in the new setting.
The course content of the two classes i the same, so everything for the two classes is the same.	The format difference in two classes is not realized, which would conceal the problems relating to the cognitive load, course load, learning style, comfort of learning and the outcome evaluation.
The schedule is the same between the two classes, so everything can come out the same.	The distance students might be reluctant to log on to the class network. They might even forget that they have a distance class online and leave assignment behind. They need a flexible schedule and disciplinary measures to organize their activities.
The instruction between the two classe is the same.	The distance class lacked face-to-face interaction, and did not have the benefit of facial expression, tone, mood, body expression, and direct influence from the teacher and classmates. Motivation in the asynchronous class is a challenging issue.
The course load is the same for the two formats of HES 3002 classes.	The format shifting effect generates more mental load and workload on the distance students than the students in the traditional class.
The distance class pace is the same as the traditional class.	Not necessarily, because the distance students move to a new learning environment. They need to learn more technology before they can ever start to learn the course content. They have to learn how to communicate online, and how to make the network features work for their course work. A transitional period to fulfill this format transformation must be considered. Dumping assignments of the regular schedule upon the students without thinking of their extra load would cause aversion to the class.
What I announce online is what student read and accept.	Some students might not have received or read your message. Even though they read it, they may not accept it. Some students are not in the habit of accessing the online message box on a daily basis until they are trained or have developed a habit of doing that. Instructors may be unaware of this initially, as they do not have immediate feedback, as with face-to-face interaction.
Assessment scale is the same in the tw classes of different formats.	In the traditional class, assessment is under direct monitor and control; in the distance class, assessment is conducted remotely, by projects, in online database, or by open tests. The test content and rubrics might be unclear to the learners. Misunderstanding about the test policy and content could result in conflict between the teacher and students, or may not reflect the students' real level of knowledge and ability. The test schedule can be flexible. But plagiarism control needs to be considered. Portfolio evaluation and long-term observation may be effective in overcoming this problem.
An A student in the traditional class is also an A student in the distance class.	An A student in the traditional class may not succeed in a distance class without an appropriate transition from traditional learning format into the distance learning format.
The students are definitely willing to participate in class activities according to what I required in the syllabus posted online, such as turning in assignments performing discussions, mutual support online and taking the tests.	The teacher may not realize if the distant students react to the teacher's requirement or not. The students' motivation and habit to learn, enthusiasm and ability to accommodate to the new class vary. The students need the teacher's more prompt reminder and greater elicitation efforts to get involved in class activities.

Misconception	Actuality
The needs of the two classes in two formats are the same.	The distance class needs more time, more technical support, and a format change tutorial to build a new learning style. It needs prompts and reminders to guide students into active participation in the new setting.
The course content of the two classes i the same, so everything for the two classes is the same.	The format difference in two classes is not realized, which would conceal the problems relating to the cognitive load, course load, learning style, comfort of learning and the outcome evaluation.
The schedule is the same between the two classes, so everything can come out the same.	The distance students might be reluctant to log on to the class network. They might even forget that they have a distance class online and leave assignment behind. They need a flexible schedule and disciplinary measures to organize their activities.
The instruction between the two classe is the same.	The distance class lacked face-to-face interaction, and did not have the benefit of facial expression, tone, mood, body expression, and direct influence from the teacher and classmates. Motivation in the asynchronous class is a challenging issue.
The course load is the same for the two formats of HES 3002 classes.	The format shifting effect generates more mental load and workload on the distance students than the students in the traditional class.
The distance class pace is the same as the traditional class.	Not necessarily, because the distance students move to a new learning environment. They need to learn more technology before they can ever start to learn the course content. They have to learn how to communicate online, and how to make the network features work for their course work. A transitional period to fulfill this format transformation must be considered. Dumping assignments of the regular schedule upon the students without thinking of their extra load would cause aversion to the class.
What I announce online is what student read and accept.	Some students might not have received or read your message. Even though they read it, they may not accept it. Some students are not in the habit of accessing the online message box on a daily basis until they are trained or have developed a habit of doing that. Instructors may be unaware of this initially, as they do not have immediate feedback, as with face-to-face interaction.
Assessment scale is the same in the tw classes of different formats.	In the traditional class, assessment is under direct monitor and control; in the distance class, assessment is conducted remotely, by projects, in online database, or by open tests. The test content and rubrics might be unclear to the learners. Misunderstanding about the test policy and content could result in conflict between the teacher and students, or may not reflect the students' real level of knowledge and ability. The test schedule can be flexible. But plagiarism control needs to be considered. Portfolio evaluation and long-term observation may be effective in overcoming this problem.
An A student in the traditional class is also an A student in the distance class.	An A student in the traditional class may not succeed in a distance class without an appropriate transition from traditional learning format into the distance learning format.
The students are definitely willing to participate in class activities according to what I required in the syllabus posted online, such as turning in assignments performing discussions, mutual support online and taking the tests.	The teacher may not realize if the distant students react to the teacher's requirement or not. The students' motivation and habit to learn, enthusiasm and ability to accommodate to the new class vary. The students need the teacher's more prompt reminder and greater elicitation efforts to get involved in class activities.