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.

Best Practices Guide for Distance Learning

     Transitioning a face to face training program into a blended learning format takes careful planning not only from the trainer’s viewpoint, but also from the learner’s aspect (Simonson et al, 2009). Students in a face to face session typically attend classes at the scheduled times and locations predetermined by the program. Blended learning allows learners to learn via various online activities while still attending “actual seat time” in a conventional face to face course (Simonson et al, 2009, p.233). The trainer needs to perform an analysis of his/her learners and determine the technology tools that best match the objectives of the course. Given communication has been a struggle in the classroom sessions the trainer needs to incorporate tools which encourage communication among his learners.

     A course management system will enable the trainer an opportunity to provide learning resources such as discussions and testing outside of the normal classroom sessions (Simonson et al, 2009). ‘Dumping’ the existing materials into an online format is not an effective process given additional activities need to be incorporated to engage the online learner. The course syllabus will assist the trainer with determining which modules will be best suited for the online modules while keeping some of the face to face modules interesting. Allowing trainees to view all training materials online is a good concept if the online version does not lose the content when converted.

     The trainer plays a different role as an online facilitator compared to the traditional classroom setting. Simonson et al (2009) noted the classroom trainer transitions from:

• Lecturing to coaching
• Taking attendance to logging on
• Textbook focused to customized materials

     Simonson et al (2009) noted 12 ‘golden rules’ when using technology to design and develop distance education. They include:

• Good teaching matters (quality design is important)
• Each medium has its own aesthetic
• Education technologies are flexible
• There is no ‘super – technology’
• Make all four media available to teachers and learners (print, audio, television, computers)
• Balance variety with economy
• Interaction is essential
• Student numbers are critical
• New technologies are not necessarily better than old ones
• Teachers need training to use technology effectively
• Teamwork is essential
• Technology is not the issue

*Attached is a Best Practices Guide for the trainer for utilize

References

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.