Converting to a Distance Learning Format

Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

The best practices guide for this trainer to follow when converting his program to a distance learning format will provide key information on preplanning, enhancement in the course, role of the trainer to facilitator, and how to encourage online communication. I will be answering all these questions as a way to help the trainer convert this course successful to a blended learning course.

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

Before converting the program, the trainer needs to use an instructional design model such as the ADDIE model as a guide to design an effective course. He needs to think about the important components that are a critical part of the process such as the learners, the content, the method and materials, and the environment including the appropriate technology. These components must be able to interact both efficiently and effectively to produce quality learning experience (152). According to Simonson et al. 2012, that first time instructor of distance learners should begin working 3 to 5 months in advance of the beginning date to ensure all materials are planned and readily available for student use. It is imperative that the trainer take time to plan and organize the learning experience when engaged in teaching at a distance.

The course is being converted to a hybrid (blended) course. Before, he begins, he needs to assess his students to see if they will have all the necessary attributes to be successful in a distance learning environment. If they do not, he will need to implement strategies that would encourage them to improve their skills. He could also create a storyboard as an outline of how the course would possibly flow. The trainer can use the storyboard to create each unit-module-topic as a way to organize the instructional objectives the learnings are expected to learn. In the online portion, the trainer can design a course management system that students can use to communicate and participate actively in discussions with classmates. Within the CMS, the trainer should include a syllabus to ensure communications is open between learner and trainer. This will be the primary communication for students to understand the structure of the course, expectation, and assignment process (Simonson,M., Smaldino, S.,Albright,Micheal., & Zvacek, S., 2012). The learner will need to take responsibility for initiating contact with the instructor if an issue arise. However, the trainer will need to have a clear and reliable way for learners to contact them in case an issue do arise.

The trainer should also ensure that the course would be learner-centered and learners will have many opportunities to be actively engaged. When learners are more engaged, it is more likely that they will retained the information better. Learner can work in collaborative groups, small group discussion, hands-on experience with that are prepared in advance. The key to active learning is to keep the learners involved in their own learning, not just keeping them busy (Simonson,M. et. Al,, 2012).

What aspects of his original training program could be enhanced in the distance learning format?

By converting this traditional learning course to a blended learning environment, he could enhance the technology he uses. He could have student use some of the latest Web 2.0 technologies that will be appropriate for blended course such as discussion boards and wikis. He could also use video or audio presentation of experts explain concepts. The use of tables, graphics, animation and video to present information is important but it must be shown in an engaging manner.  This multimedia should also be designed to accommodate different learning style of the student.

How will his role, as trainer, change in a distance learning environment?

The role of the trainer changes to a facilitator in any learner-centered learning environment. Dr. Purkish states that the facilitator role does not change traditional to distance learning setting. However, it is more difficult in distance learning.  As the facilitator he should implement best practices such as:

Best practices	Explanation
Become very familiar with the technology software the students will be using	·       Facilitator should know how use the software so that if student has a question about how to use a component he will be able to assist the student.
Implement variety instructional strategies	·       Facilitator should not use PowerPoint presentation because it is a way to make the students disengage from the content. Dr. Piskurish calls this “death of PowerPoint” when this method is overly used in delivery content to students. ·       Facilitator allow students to work in small groups, audio, and discussions, ·       Facilitator should make sure the activities and application allow students to work own their own pace.
Review lesson plans	·       Facilitator should have a thorough understanding of the lesson. He should know what students will be doing next and how they go by getting it done. ·       The activities that students will be completing is related to their instructional objective that keep the learner going and become actively engaged in the course.
Communication with students  and Monitor interaction	·       Facilitator must keep in constant contact with their student. If facilitator does not communicate or interact with their students, they may begin to think that the facilitator does not care about their success in the class. ·       Facilitator should participate in the discussion with the groups and track students’ participation just as he would in a traditional setting.

 

What steps should the trainer take to encourage the trainees to communicate online?

Facilitator should encourage a learning community with communication protocols, cultural diversity awareness, and understanding how to use audio equipment properly. The facilitator should initiate an icebreaker so that students will have an opportunity to get to know each other in the course.  According to Simonson et al. 2012, the ice breaker play a role that help builds relationship among the students of the group. The students will be able to learn about each other which gives them opportunities for communication and collaboration.

When designing a blended course, it is important to analyze students, become very familiar with the content and appropriate technology for this kind of course. The facilitator should look for ways to enhance learning and communication to encourage students to be actively engaged in the course.

 

References

Purkish, George (2014). "Facilitating Online Learning"

Simonson,M., Smaldino, S.,Albright,Micheal., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundation of Distance Education (5th ed.). Boston: Pearson.