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.

There are several elements to be considered when converting from a face-to-face training session to blended training. According to Skillsoft.com (2011), blended learning can be defined as a mix of learning modalities: online courses, instructor-led classes, books, videos, simulations and job aids. These blends can be very simple or quite complex–but the goal is to create a more effective and efficient learning experience than can be achieved with a single type of learning (Skillsoft.com, 2011).

Aspects of the Original Training Program that could be enhanced in the Distance

Learning Format:
Blended learning offers several advantages for the learner. For this scenario, learners can learn basic content material online and continue with follow-up activities and discussion in the face-to-face environment. Learners can then have more meaningful communication in the face-to-face environment because of their familiarity with the content. Having the convenience and comfort of the distance learning environment (the ability to study at their desired places and times) allows the learners to work at their own pace, so they can spend less time on concepts they quickly understand and more time on challenging matters. Their enhance understanding of the content may also decrease needed face-to-face training time in the classroom. (Sparks, 2007)

Pre-Planning Strategies:

Planning the design for the development of a blended learning course is probably the most important aspect in the success of the course. According to Simonson, Smaldino, Albright, & Zvacek (2012), “if the design is effective, instruction will also be effective, (pg. 171).”

The chart below displays a checklist of pre-planning strategies.

Tasks/Resources to Consider	Complete
Learner Needs Analysis
Clear/concise Objectives
Storyboard
Learning Activities
Technology/Resources
Site Map
Syllabus
Course Shell
Alpha Test
Beta Test

 -  Learner Needs Analysis: data-gathering element of the system. According to The Stairway Consultancy, (2012), this is where managers, consultants, trainers, and other HR professionals assemble information about the development need. Within this scenario, the need for training has been assessed which has resulted in the development of the blended learning program.

- Objectives: learner-identified objectives or learning  outcomes are those observable, measurable behaviors that are the consequence of online instruction. They need to be clear and concise. Also consider the assessment of the objectives; whether formative or summative.

   - Storyboard: shows the sequence of the training from beginning to end.

   - Learning Activities: activities used to enhance and assess the online learning experience. Ideas from the subject matter expert/great resource in suggesting activities that meet the needs of the objective. Activities can include group projects, games, discussion forums, content research, etc.

 -  Technology: Ensure needed technology is available to the facilitator and learners, and that the technology is appropriate for the learning experience. The facilitator and learners need to be familiar with the technology.

-  Site Map: determines how learners will maneuver through the course, to include course assets such as graphics, links, worksheets, sound clips, etc.

-  Syllabus: According to Simonson, Smaldino, Albright, and Zvacek, (2012), this is the single-most important document a facilitator can prepare. A syllabus is the primary communication with students at a distance enabling them to understand the structure of the course, expectations, and assignments, and the assessment process (pg. 199).

-  Course Shell: consider the web software, Course Management System (CMS) or Learning Management System (LMS), Wikis, or HTML/Dreamweaver, etc.

-  Alpha Tests: an early test of the new or updated software or hardware conducted by the developers or manufacturers. This test provides feedback that can be corrected prior to implementing the beta test.

-  Beta Tests: final testing of the course by a controlled group of learners the course was designed for. This test is conducted prior to implementing to the whole group.

(Laureate Education, Inc., n.d)

How Trainer Role changes in a Distance Learning Environment:

The trainer’s role will evolve or change in the distance learning environment compared to the face-to-face environment. According to Barbie Carpenter of eHow.com (2012), the trainer will now be responsible for building an engaging lesson plan that encourages students to interact through the computer.

Ø  As manager: maintains the class website to ensure that students have access to the tools they need to learn. The manager also answers student inquiries, uses online teaching tools, such as video, chat, and discussion boards, to maximize interaction among with students.

Ø  As communicator: manages discussions and learning activities to make sure students understand and can discuss the content. As communicator, he or she will monitor the class discussion, keep students on track and related to course content.

Ø  As judge: similar to an educator in a traditional classroom setting, the online trainer will ensure that students are academically honest ensuring students understand the consequences of plagiarism and cheating.

Ø  As mentor: supports students’ academic and professional goals, conferencing with them using chat, discussion boards or email. (Carpenter, 2012)

Some other trainer skills, according to Jack Gilding (2003), as listed below are the ability of:

Ø  engaging the learner in the learning process, particularly at the beginning

Ø  appropriate questioning, listening and feedback skills

Ø  the ability to provide direction and support to learners

Ø  skills in managing online discussion

Ø  ability to build online teams (ensure learners feel free to participate)

Ø  a capacity for relationship building

Ø  motivational skills.

How to Encourage Trainee’s to Communicate in a Distance Learning Environment:

As stated, the syllabus is a key source to providing significant communication from the trainer to the learners. Within the syllabus, the trainer should address the importance of learner participation, informing the learner of their responsibility for their own learning and participation requirements.  Essential to the success of the active learning paradigm are such things as clearly articulated goals, timelines, essential questions, and authentic assessment practices (Simonson, Smaldino, Albright, and Zvacek, 2012). Active learning/communication can take the form of:

Ø  small group discussions

Ø  presentations (students may evaluate/discuss peers’ work)

Ø  structured discussions

Ø  case study analysis

Ø  virtual field trips (Simonson, Smaldino, Albright, and Zvacek, 2012)

Trainer also must create a learning environment in which the learner feels free and comfortable to actively participate. In order to ensure learner participation the trainer must plan prior to the start of the course and understand the importance of being flexible in the online learning environment.

 

References:

Admin, (2010), Blended Learning: Getting the mix right, [photo], Retrieved on April 15,

2012, from http://www.mobl21.com/blog/20/blended-learning-getting-the-mix-right/

Carpenter, B., (2012). eHow.com. What is the role of a facilitator in an online classroom?

 Retrieved on April 15, 2012, from http://www.ehow.com/info_7756795_rolefacilitator-online-              classroom.html                                                                                                                                   Gilding, J., (2003), Flexible Learning, Effective Online Facilitation, Retrieved on April 15,2012 from                        http://pre2005.flexiblelearning.net.au/guides/facilitation.html

King Abdulaziz University – Deanship of Information Technology, (2012), Blended learning

 [photo], Retrieved on April 15, 2012, from http://elearning.kau.edu.sa/Pages-bl.aspx

Laureate Education, Inc. (Producer). (n.d). Developing online courses [Video webca     Retrieved on April 15, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8910814&ClientNodeID=984650&coursenav=1&bhcp=1

Skillsoft.com, (2011), Effective blended learning, Retrieved on April 13, 2012, from

http://www.skillsoft.com/infocenter/effective-blended-learning.asp

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Sparks, N., (2007), e-Articles, Advantages of blended learning, Retrieved on April 14,

2012, from http://online-education.e-articles.info/title/Advantages-of-Blended-Learning/

The Stairway Consultancy, (2012), Learning needs analysis, Retrieved on April 15, 2012,

 From http://www.thestairway.co.uk/publications/learning-needs-analysis.html