The document discusses transitioning an on-site PhD course on artificial intelligence into online teaching, comparing various online formats including YouTube lectures, massive open online courses, and university distance learning courses. Each format presents distinct advantages and challenges related to audience size, teacher workload, interaction, content quality, and costs. The conclusion emphasizes the importance of aligning the chosen format with teaching goals while considering resource investment and best practices for effective online education.

1. Changing on-site into online teaching
Sonja Aits, Lund University
2021-12-01

2. Project background
• Exiting on-site PhD course “Artificial Intelligence for Medicine and Life Science –
Introduction”
→ How to convert to online teaching?

3. Comparison of online teaching options
Release of lecture recordings
on youtube
Students choose content/pace
Easy access
Very large audience (1.8 billion users)
Low teacher workload and cost
No interaction and feedback
Suboptimal quality of content
GDPR issues
No examination/credits
Loss of control over teaching material
Massive open online course
on coursera
High quality of content
Students choose content/pace
Easy access
Large audience (87 million users)
Certificates possible
Some interaction and feedback
High teacher workload and cost
Registration required
Fees for certification
Superficial examination
University distance learning
Course
High quality of content
Formal credits
Thorough examination
Extensive interaction and feedback
Easy to adapt to specific group
Active learning easy to incorporate
Very high teacher workload and cost
Restricted access
Fees for non-EU students
Small audience
University course approval needed
Students cannot choose content/pace

4. Comparison of online teaching options
Release of lecture recordings
on youtube
Students choose content/pace
Easy access
Very large audience (1.8 billion users)
Low teacher workload and cost
No interaction and feedback
Suboptimal quality of content
GDPR issues
No examination/credits
Loss of control over teaching material

5. Comparison of online teaching options
Release of lecture recordings
on youtube
Students choose content/pace
Easy access
Very large audience (1.8 billion users)
Low teacher workload and cost
No interaction and feedback
Suboptimal quality of content
GDPR issues
No examination/credits
Loss of control over teaching material
Massive open online course
on coursera
High quality of content
Students choose content/pace
Easy access
Large audience (87 million users)
Certificates possible
Some interaction and feedback
High teacher workload and cost
Registration required
Fees for certification
Superficial examination

6. Comparison of online teaching options
Release of lecture recordings
on youtube
Students choose content/pace
Easy access
Very large audience (1.8 billion users)
Low teacher workload and cost
No interaction and feedback
Suboptimal quality of content
GDPR issues
No examination/credits
Loss of control over teaching material
Massive open online course
on coursera
High quality of content
Students choose content/pace
Easy access
Large audience (87 million users)
Certificates possible
Some interaction and feedback
High teacher workload and cost
Registration required
Fees for certification
Superficial examination
University distance learning
Course
High quality of content
Formal credits
Thorough examination
Extensive interaction and feedback
Easy to adapt to specific group
Active learning easy to incorporate
Very high teacher workload and cost
Restricted access
Fees for non-EU students
Small audience
University course approval needed
Students cannot choose content/pace

7. Conclusion
• Choose format matching your goal of online teaching
• Consider effort and costs
• Consider doing more than one format
• Follow best practices when making a MOOC
• Enthusiastic teaching style
• 5-8 min videos of excellent quality
• Not too much content (approx. 15h)
• Active learning
• Formative assessment