Converting to a Distance Learning Format

Consider the following 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.

Pre-planning Strategies

The training manager should first get a clear picture of the content and learning goals from the subject matter experts and the stakeholders (Laureate Education a., n.d.).  Next, the ADDIE system can be used to determine if the subject content is one that can be fruitful in an online environment. Not all learner content is good for online learning. Project restraints should be applied to the learning format, if it is found that the constraints cannot be eliminated using the chosen type of learning format, then the training manager should move forward until there is a learning format that would be conducive to his learning content.  The ADDIE System can also be used to determine if the instructional format would be good for the types of learners, and the backgrounds of the trainees.

Picking out a course management system that meets the needs of the learning objectives will require a little research.  Price, instructor ability, learner ability, and technical requirements all play a significant role in choosing this very important system. The training manager will have to determine whether the current staff will be able to handle possible technical problems with the site, or will additional staff have to be hired. The training manager will need to ensure that the facilitators and trainers are trained on the software program that they will use to deliver the course.

Before beginning to design the course, the training manager should get the SME involved in the design process. The SME will be a good person to ask for advice on activities, objectives and interesting ideas. Scheduling meeting with the trainers who will facilitate the course, or scheduling train-the-trainer group meetings can help to gather ideas and feedback on the course design. An alpha or beta training can be given to this group to gain information on whether the course design meets the set objectives (Laureate Education, b., n.d.).  After all, the trainers and facilitators are the people who will use the training format, so they would be the best people to try it out for performance.  

Transferring Enhancing Original Training into Distance Learning

Since the training manager formerly used a face-to-face  learning format, he should be able to salvage some of the materials previously used. The training manager could use anywhere from 29-80% of his previous face-to-face learning format.  Some of the course objectives should be designed for classroom use and some of the objectives should be designed for the online learning environment. Since the training manger is concerned with learner interaction, the use of a discussion board designed into the course management software could be useful.  The discussion board would give the facilitator a chance to monitor and participate in the trainee's learning. The discussion board would also give the trainees an opportunity to connect with each other, away from the face-to-face learning time.

Since facilitators have to engage learners, whether in face-to-face or distance learning, to make the learning happen, they have to open up the lines of communication between themselves and the learners. PowerPoint presentations should be used sparingly, because they are an un-engaging way to deliver content. Each learner learns at their own pace, doing things differently (Laureate, Education, b. n.d.).  Visual presentations and activities that encourage interactivity should be designed into the distance learning portion of the course Simonson, Smaldino, Albright, and Zvacek, 2012).  It would be a good idea to incorporate plenty of various activities, small group activities, and polls, to maintain the learner's interest. The trainer should make sure they don't go longer than 10 minutes of lecturing the learners.  The facilitators and trainers can help to design activities for the course. The chosen course management software program should have icons that are used by the learners to note that they do or don't understand, or to answer the facilitator's questions. If the facilitator will be in front of the group, then he should involve the learners by asking questions, asking for examples and creatively involving the learners in the course.

To determine if the transfer of the course materials is successful for the learners, the training manager should keep in touch with the facilitators and the learners by monitoring the classes. An evaluation system should be completed by the learner to determine the quality of the instruction (Simonson, et al., 2012, p. 164). A good instructor will always be interested in improving his work to meet the learning goals of the learners.

Will the Instructor's Role Change in Distance Learning?

In both face-to-face and distance learning, the facilitator's role should be to provide quality instruction that meets the course objectives. In both learning scenarios, the facilitator is responsible for keeping learners engaged in the learning. The facilitator's role will change slightly in the distance learning environment. The facilitator will need to be comfortable with using the technology, and being able to apply learning in a variety of formats.  He will need to be responsible for monitoring the learners when they participate in the distance learning format. The facilitator will need to keep up with what is posted online to determine if the learners are on the right track of learning, it is not a good idea for the facilitator to become involved in the learning near the completion of the course. Mostly, the facilitator will need to monitor if the learners are actually using the software to complete their learning content.

Simonson, et al. p. 198, (2012) contends that good instructional practice principles provide guidelines that involve the learners in quality learning experiences. These are a few practice principles that should be provided:

1. Communication with students,   

2. Collaboration among students,

3. Active learning experiences,

4. Prompt feedback,

5. High expectations, and

6. Respecting diversity.

Encouraging Trainees to Communicate Online

To encourage communication between learners and facilitators, a syllabus should be prepared. The syllabus is the primary communication with the learners. It should contain the structure of the course, expectations, assignments, and the assessment process. The syllabus should also provide contact information for the learners to contact the facilitator when necessary. For communication to be encouraged between the learners, small group activities can be designed, requiring learners to interact with each other. Course Management systems usually have discussion boards, wikis, blogs, or an avenue of communication for the learners.  Requiring certain amounts of posts and responses to the discussion boards can also encourage the learners to communicate with each other. 

References:

Laureate Education, Inc.  (Producer). (n.d.)  "Planning and Designing Online Courses" (Video Webcast a.).  Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=6290464&CPURL=laureate.ecollege.com&Survey=1&47=6926731&ClientNodeID=984650&coursenav=0&bhcp=1.

Laureate Education. (Producer).  (n.d.). "Delivery Analysis" (Video Webcast b.). Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=6290464&CPURL=laureate.ecollege.com&Survey=1&47=6926731&ClientNodeID=984650&coursenav=0&bhcp=1.

Laureate Education. (Producer).  (n.d.).  "Facilitating Online Learning" (Video Webcast c.). Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=6290464&CPURL=laureate.ecollege.com&Survey=1&47=6926731&ClientNodeID=984650&coursenav=0&bhcp=1.

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