Chapter 3 offered a “plethora” of course design elements and suggestions on how to use the design elements for building an online course. To be perfectly honest, the amount of information presented was a bit of overwhelming for me in a “one-time” read. As such, I suspect that I will be reading that chapter again many times in the months ahead.

Based on the information presented in Chapter 3, I am now thinking the Medical Terminology Course that I facilitate should be offered online, but at a regularly scheduled time every week. Why I am “leaning this way” is because of the available technology such as instant messaging, webcams, and white board that make the online course an F2F course from the comfort of your home. Although I realize that this type of scheduling does not allow a good deal of flexibility, it does save travel time for the students and the instructor, and “gas money.”

The online class tours were very informative. Among the many ideas that I found helpful were using the program audacity to provided audio feedback on course assignments, allowing students to take a quiz a second time, having consistent “due dates” for assignments, and how the use of a tablet PC can enhance the use of audiovisual presentations.