Converting to a Distance Learning Format

This is Week 7 of the EDUC 6135 course which presents a scenario where a training manager is transitioning face-to-face communication training sessions into a blended learning format (Wong, 2009).  The manager believes the blended format 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 the training materials on a server for unlimited access to resources and assignments.

In addition to addressing the questions below, this post includes an overview of instructional design systems and an ID Best Practices Guide.

·         What are some of the preplanning strategies the trainer needs to consider before converting the program?

·         How will the trainer’s role change in a distance learning environment?

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

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

Instructional Design Systems

Research clearly indicates that while there is no one “ideal” approach to course design, there are good design principles which are essential for effective learning outcomes.  And, good course design begins with a systematic process that applies research-based principles to educational practice.  The idea being, that if the design is effective, the instruction will also be effective.  (Simonson et al., 2012).

Effective Design = Effective Instruction

According to Dr. George Piskurich, the methods used to facilitate online and traditional courses are the same.  For instance:  PowerPoint slides should be used sparingly, activities and applications are the heart of an online course, developing a good lesson plan is critical, and thoroughly reviewing the lesson plan with instructors is required (Laureate Education, Inc., 2012).

Components of good course design include the learner, the content, the method(s) and materials, and the environment including the technology.  There should be a balance among the components with none taking on a higher position than the others (Simonson et al., 2012).

Preplanning strategies

The process of planning and organizing distance education is multifaceted and must occur well in advance of the scheduled instruction.  In online environments, visuals provide concrete reference points for students.  By using a variety of visuals, content can be made easier to understand by breaking down complex ideas into relational components.  The training manager in this scenario should determine how to visually represent key concepts and topics in the form of tables, figures, graphics, charts, etc.  (Simonson et al., 2012).

In addition to planning for the visual aspect of the online environment, communication strategies must also be addressed.  Research confirms that people learn by interacting with others.  In support of this fact, whatever technology is used, the purpose is to promote communication.  With this in mind, questions to answer to ensure effective online communication include: 1) Do all activities encourage interaction at all sites?; 2) Do the activities allow for student group work?; and, 3) Is there a technology contingency plan in place? (Simonson et al., 2012, p. 153).

General principles of distance learning should also be considered by the training manager including (Simonson et al., 2012):

·         The target audience of the activity.

·         The content of subject matter to be delivered.

·         The outcomes or objectives desired.

·         The cost effectiveness of the system.

·         The opportunity costs of alternative systems and methods.

·         The availability of technology to the provider and to the learners.

·         The geographical location of the learners.

·         The comfort level of the learners [and instructors] with any technology that is used.

The Trainer’s Role

Historically, traditional learning has been “teacher-centered”; however, by its very nature online education demands that students are engaged in the learning process.  With distance learning, the trainer must shift the focus to a “student-centered” approach (Simonson et al., 2012, p. 196):

Online Communication

Without establishing a community of learners in a distance setting, the potential for success is limited.  Instructors/trainers should take the time to create a classroom culture that promotes shared learning experiences and teamwork.  As a reminder, the responsibility for creating the culture in the online environment is the responsibility of all participants, not just the instructor.  As such, it is important that clear expectations be communicated to learners with regard to etiquette, number and frequency of communications, examples of acceptable and unacceptable topics, hot links to relevant online resources, etc. (Simonson et al., 2012).

Tip:  Instructors/trainers need to provide two types of feedback:  information feedback and acknowledgment feedback (Simonson et al, 2012, p. 179).

Training Enhancements

Both synchronous communication and face-to-face (F2F) interaction are essential for supporting successful online learning.  For effective blended learning solutions, the equation looks like this (Wolpert-Gawron, 2011):

Face-to-Face + Synchronous Conversations + Asynchronous Interactions

For the training manager scenario, the aspects of the original program which could be enhanced include:  asynchronous content for unlimited access to learners, synchronous conversations during classroom and/or virtual sessions; and asynchronous interactions where methods such as reflection questions or case studies are used for learner responses.

Additional blended learning design recommendations (Wolpert-Gawron, 2011):

1.       The first class should always be F2F (or at least real-time).  This allows for expectations to be set and puts a “face” to the instructor/trainer and learners which promotes accountability.

2.       Assessments should be real-time with a choice of F2F or online.

3.       There must be synchronous content conducted  multiple times throughout the class.

4.       Content delivery and discussion methods should be differentiated.

5.       Limit the class size.

Rule of Thumb:  For threaded discussions, instructors/trainers should respond once for every 4-5 student postings early in the course and once for every 10-12 posting later in the course.

Conclusion

No matter the design project, there are multiple considerations and factors for which to be aware and take action on.  Attached is an ID Best Practices Guide compiled from research conducted by this designer who hopes those who read this post find useful.

ID Best Practices Guide

References

Fors, M. (n/d). Instructional design criteria checklist. Retrieved from      http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_Design_Criteria_Checklist.pdf

Laureate Education, Inc. (Producer). (n.d.). EDUC 6135 Distance Education [DVD]. In Facilitating Online Learning. Baltimore, MD: Dr. George Piskurich and Jacqueline Chauser.

Legault, N. (2012). Firting w/ elearning. Retrieved from   http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_Design_Criteria_Checklist.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Wolpert-Gawron, H. (2011). Blended learning: Combining face-to-face online education. Edutopia. Retrieved from http://www.edutopia.org/blog/blended-online-learning-heather-wolpert-gawron

Wong, J. (2009). What is blended learning. Retrieved from http://www.youtube.com/watch?v=ffRUHKx2zyU