Asynchronous Training

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules.  These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor.  The modules should involve step-by-step instruction and the method of delivery to all shifts at the plant.   As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

Asynchronous training is distance education where instruction is offered and students access it at separate time or anytime it’s convenient for them (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 34).  Think of it in terms of anytime, anyplace, any path learning.  In this training the instructional designer is tasked with developing stand alone modules that also demonstrate how to process for a manufacturing plant. The challenge with asynchronous training is selecting methods of teaching that provide learners enough interaction to keep them on task while encouraging them to explore their learning experiences (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 204).   A couple of different technologies the instructional could use as part of their development of these modules are podcast and blogging. Additionally based on what is known from the scenario, existing training in the form of videos may be available at the Occupational Safety and Health Administration.

Podcast

The lecture or training can be revisited once the training is complete (Kersey, J. 2009).  This provides the student flexibility to review the video at their own pace. This type of flexibility provides the learner to review any step-by-step instruction they may have missed in the initial viewing the opportunity to view again.  This isn’t an option in a classroom lecture environment.  There is the ability to embed notes within the podcast that the student can access. The step-by-step instruction of the training can be called out in these notes.

A podcast (video) addresses multiple learning styles in single format that will appeal to all types of employees required to take the safety training. For example, those that need the visual element, the podcast streams video of how to perform the step-by-step instruction.

Real world examples can be found here at Walden University in my MS Instructional Design program.  We view podcast/video cast weekly as part of the resources to support content and reading materials.

Blogging

As part of the learning the employees are to demonstrate their learning from the modules.  A great way to validate the learning is to have the employee perform the action and document their process, experience and results in a blog for review.  Blogs can be excellent tools for students to reflect about course content or reporting activities in a student teaching experience (Simonson, Smaldino, Albright, Zvaeck, 2102 p. 129).  A study conducted by Brescia and Miller findings suggest that the reinforcing of course engagement and the repetition of exposure to coursework are the most valuable aspects of blogging (Brescia, W., Miller, M. (n.d.).  The blog can also be used to provide feedback, coaching and suggestions for the employee to successfully complete the modules.

References:

Kersey, J.C. (2009).  Benefits of using Podcast in Higher Education.  Retrieved May 24,2012 http://sfaapodcasts.net/2009/02/27/benefits-of-using-podcasts-in-higher-education/.

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

Brescia,W.F., Miller M. (n.d.) Retrieved may 24 2012. Electronic Journal for the Integration of Technology in Education, vol. 5 http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=10&ved=0CLgBEBYwCQ&url=http%3A%2F%2Fejite.isu.edu%2FVolume5%2FBrescia.pdf&ei=4sG-T96NNKmViQL0taSaCA&usg=AFQjCNH8W2rwxgSN-q1314niJAZhr4w4nQ&sig2=XaAloxmiqMlTVQjEacjKjw