CONVERTING TO A DISTANCE LEARNING FORMAT

You may consider converting a face-to-face course to a blended online learning format because of convenience, cost factors, an increase in enrollment, or reaching an audience beyond your community.  It sounds great and looks easy because technology could wipe away the need for human interaction; however, this could be furthest from the truth.  Dumping face-to-face technology on a server, known as shovelware (Simonson, Smaldino, Albright, & Zvacek, 2012), does not constitute quality distance education for all.  Quality training online requires much preparation.  From an instructional design point of view, this post reflects upon best practices for converting face-to-face to a blended format.  The following questions address this issue:

• o  What are some of the pre-planning strategies the trainer needs to consider before converting his program?
• o  What aspects of his original training program could be enhanced in the distance learning format?
• o  How will his role, as trainer, change in a distance learning environment?
• o  What steps should the trainer take to encourage the trainees to communicate online?

Pre-planning strategies the trainer needs to consider

Purpose for Blending

You get the “best of both worlds” by blending the formal and informal instruction as well as face-to-face and distance education.  By combing through the advantages and avoiding disadvantages aims to provide learners with quality learning experiences.  “Blended approaches engage learners in different but supportive face-to-face and CM activities that overlap in time.” (Sethy, 2008, p. 38)   Piskurich (Laureate Education, 2012) explains that the blended model represents the most effective instructional plan.  Graham (n.d) denotes six considerations as you plan for blended learning:

• o  the role of live interaction,
• o  the role of learner choice and self-regulation,
• o  models for support and training,
• o  finding balance between innovation and production,
• o  cultural adaptation, and
• o  dealing with the digital divide.

Determine What Works

Determine what parts of the training best fits the face-to-face or online format.  Allow considerable time for designing the new format.  The goal is to reduce mishaps by the elimination process through “trial and error.”  Below you will find steps recommended by Simonson, et al. (2012) as part of the thoughtful process for planning the blended learning format.

• o  Retool the content making with visual stimulants sequenced for maximum impact on learning.
• o  Check each module and look for ways to reduce mundane reading by using charts, graphs, tables, and graphic organizers.
• o  Replace task requiring learners to regurgitate the textbook with interactive activities.
• o  Plan activities involving collaboration using discussion forums, blogs, or videos.
• o  Plan for unexpected technical problems. 
• o  Provide alternative means of accessing student material.

Consider the Audience

Switching to a blended learning format may be beneficial to training organizations; however, how does that affect the learner?  Connect with the subject matter expert to find out who learn background information about the audience.  What are their ages, grades, social environment, socio-economic background.  Also, what are their strengths and weakness common in their area?  If students mainly come from families from Silicon Valley, they could be well integrated with the high-end of technology comprehension. This leads to learning more about the abilities of the class.  Make a connection with students by surveying their characteristics.  Finally determine if the learner understand their role as a participant of the blended learning format to include orienting context, determines the purpose for the student registering for the course; instructional context, uses feedback to determine the best time to accommodate face-to-face meetings; and transfer context, what information does the student want to walk away with by participating in the course.  (Simonson et al., 2012) 

Think about the Content

Re-examine all parts of the content especially the goals and objectives.  Connect with the SME to determine if it aligns and is appropriately sequenced for the intended outcome.  Then design meaningful activities to help students to with the separation of teacher.

Impact of Separation of Teacher

• o  Be mindful of issues relevant to time the linked with course delivery.
• o  Distance lessens a teacher’s ability to monitor learner by observations and with direct eye contact.
• o  Perception of materials may be limited.
• o  Rethink current interactions to fit the distance learning environment.

ENHANCEMENTS

The online learning environment requires spontaneity.  Face-to-face course usually include content then a multiple choice or essay type question for assessment.  As an alternative, include authentic assessments with rubrics to guide student as to the expected learning outcomes. 

Enhancement of the training should be based on good instructional design, which follows a systematic approach.  Bates (Simonson et al., 2012) lists 12 “golden rules” for improvement to courses presented in a distance learning environment.

Fundamentals of Teaching Online:

•  Avoid transferring current course content onto a course management system (CMS) without revision.
•  Organize and schedule the course with clear content and expectations.  Spread thorough instructions aligned to objective in a systematic manner.
•  Inform students of upcoming topics and due dates through announcements or email.
• Align activities with the course outcomes.
• Design assessment reflecting real-world applications.
• Incorporate mash-up technologies.  Integration of the Web 2.0 tools used informally may be channeled for learning with autonomy.
• Apply the principle of adult learning.

Organization

Use the Unit-Module-Topic (UMT) Model (Simonson et al., 2012) as a guide to sequence lessons.  It provides clarity as the learner maps out their approach to learning the content.

TRAINERS ROLE

The role of the trainer changes in the blended format from teacher-centered to student-centered.  To do so, trainers develop instruction to empower active learning.  The trainer works differently in the online format.

Simonson et al., (2012)

COMMUNICATION:  GUIDELINES FOR TEACHER INTERACTION

In an asynchronous online format, teachers must have a comprehensive syllable already prepared expressing the structure, expectations, assignments and assessments associate with the course.  It communicates the roles teacher and student play to achieve the learning outcomes.  Interact with students often to ensure pacing and to guide student toward the weekly learning outcomes. 

Trainers should also communicate with students through discussions, announcements, email, the chat room, and by telephone if necessary. 

Simonson et al., (2012)

Tips

1. When using a course management system, plan using a storyboard to provide a clear flow of your ideas.
2. Create a site map for the website and be use the learner can move forward and backward without mishaps.
3. On the CMS, be sure that all links works.
4. Be sure that students can meet the bandwidth requirement to upload files.
5. Include an alternative method for students to access course material in case of complications.
6. Be mindful of copyright laws pertaining to videos and printed material.
7. As the trainer, familiarize students with the course management system and establish housekeeping rules the first day.
8. Separation between student and teacher means warrants that you take a survey at the beginning to get to know your students.
9. Plan the assessments before designing the module.
10. To avoid “the kiss of death” for your course, be sure to include “authentic assessments, goals, timelines, and inquiry. (Simonson et al., 2012, p. 201)” 

REFERENCES

Graham, C. (n.d.). Introduction to blended learning.  Blended learning systems:  Definition, current trends, and future directions.  Retrieved from http://www.publicationshare.com/graham_intro.pdf.

Laureate Education, Inc. (Producer). (2012).  Planning and designing online courses. [With Dr. George Piskurich and Jacqueline Chauser] [video]. Baltimore, MD.

Sethy, S. (2008). Distance education in the age of globalization: an overwhelming desire towards blended learning. Retrieved from http://tojde.anadolu.edu.tr/tojde31/pdf/article_3.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.