Converting to a Distance Learning Format

Week 7 Converting to a Distance Learning Format

Deciding to convert to an online blended course is not and easy decision to make and requires a lot of planning. Blended courses have a mix of online interactions and face-to-face interaction.  This mix varies from 30-79% (Simonson, Smaldino, Albright, & Zvacek, 2012).  Even before you start of the pre-planning activities associated with converting to a blended distance learning course, the trainer must decide on a distance learning theory. What is the foundation by which the training will be based on?  A firmly based theory of distance education will be one that can provide the touchstone against all decisions - political, financial, educational, and social – when they have to be made can be with confidence (Keegan 1988)

Once the theory or components of several distance learning theories are identified, you begin your pre-planning strategies.

 

Guide for Converting to Blending learning

Pre-Planning Strategies

•  Determine the Instructional System Design (ISD) to use. When instruction is designed within a system, learning occurs (Simonson et al 2012 p. 152).
• ADDIE
• Morrison, Kemp, Ross
• Dick & Carey Model





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Know learner characteristics – Discovers the traits that differentiate learners to assist with achieving the goals of the instruction (Morrison et al 2012 p. 57)

• Conduct analysis to discover the leaner characteristics to include:
• general characteristics
•  specific entry characteristics
• learning styles
• social characteristics
• learners with disabilities
• culturally diverse learners
• Write clear measurable Objectives (Piskurich, G. n.d.)
• Create an instructional Plan of activities to take place from module to module or week to week.  This can be accomplished with a syllabus (Piskurich, G. n.d.)
• Consider Technology – Determine the type of technological resources that trainer and students can easily access and learner knows how to use (Piskurich, G. n.d.)
• Technology support – Be prepared for technical problems.  It is important that students have projects and assignments independent of the instructor and alternative means of communication (Simonson et al 2012 p. 153)
• Identify an evaluation method - The AEIOU Approach is a great way to evaluate a distance learning program.  It uses quantitative and qualitative methodologies and uses formative and summative evaluation strategies (Simonson et al 2012 p. 356)

Original Training Enhancements

• Focus on visual presentations
• Focus on activities and applications - They are the heart of an online course (Piskurich, n.d.)
• Provide increase access for students

Changing Role of the Facilitator

The facilitator will transition from a traditional classroom setting to a blended environment where they must consider ways to facilitating the learning process and encouraging students to assume responsibility for their learning (Simonson et al 2012 p. 204). The facilitator will need to select methods of teaching that provide learners with enough interaction to keep them on task while encouraging them to explore their learning experiences (Simonson et al. 2012 p 204).  The trainer can accomplish this with discussion forums, group collaborative activities, and blogs all of which still require the trainer to be engage and guide the student.

·         Guide students at the Beginning – do not assume students will make a easy transition from the traditional classroom to online (Simonson et al 2012 p. 205)

·         Communicate regularly – The facilitator can’t no assume that because some of the course is face-to-face that they don’t have to communicate with the students as much. In fact, the facilitator needs to increase the amount of communication to ensure students understand the online assignments.  It’s more difficult for the facilitator to determine if a student is struggling in an online environment because there are no visual cues.  Additionally, the instructor may adjust the hours that they are available to accommodate the online portion of the course.

·         Question & Answer – In a traditional classroom the instructor answers questions in class from the students.  The facilitator will need to establish and adjust to a question and answer forum for students for the online courses. The facilitator will need to establish a deadline for responses with the understanding that students now have availability to course materials any time.

Steps to Encourage Trainee Communication

1.      Instructor to show the trainee that they care about their success.

2.    Participant in asynchronous and face-to-face discussion and not disengage, help make it happen for the trainee.

3.    The will get the content, create collaborative activities, and applications that motivate them to learn

4.    Involve the trainee in the development process of the instruction

References:

Morrison, G., Ross, S., Kalman,S., Kemp, J (2011). Designing Effective Instrution. Sixth edition. John Wiley & Sons, inc.

Piskurich, G.( n.d.). Planning and designing online courses. Retrieved May 30, 2012. https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_549515_1%26url%3D

(Simonson, M. Smaldino, S., Albright, M., Zvacek, S. (2012). Teaching and Learning at a Distance foundations of Distance Education. Fifth Edition Pearson