Converting to a distance learning environment

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.

In order to convert a traditional face-to-face learning environment to a distance learning environment or hybrid learning class, the instructional designer or instructor must understand that the online learning environment is quite different from face-to-face learning environment.  In converting traditional training to the online environment one cannot load information from the face to face course directly into a web format and expect it to be effective. The Equivalency Theory states that learning outcomes achieved through online learning need to be equivalent to the same learning outcomes as traditional learning. Local and distant learners have fundamentally different environments in which they learn. It is the responsibility of the distance educator to design, even over design, learning events that provide experiences with equivalent value for learners (Simonson, Smaldino, Albright, & Zvacek, 2012). 

Pre-planning:

 

Preplanning strategies will have to be taken into account when designing the differences between distance learning and traditional face to face learning. 

·         What are some of the pre-planning strategies the trainer needs to consider before converting his program?

Planning is one of the most important phases for converting to an online format because it provides a foundation upon which to build the entire course. By using a standard instructional design process such as ADDIE, the designer will be able to examine the learner’s characteristic, instructional content, delivery method, technology considerations, and evaluation. Another design model for this situation would be Robert Gagne’s Nine Events of Instruction. Robert Gagne developed a systematic approach to instructional design that focused on learning outcomes that are measured in a change in behavior (Boettcher & Conrad, 2010). Use the link below to see the nine events of instruction in detail. 

 http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html

  

 Preplanning Strategies:

 

1. Choose an online delivery system: a blended course would work best with this scenario. The instructional designer must identify the elements best delivered online versus the elements best delivered in a face to face environment. 

 

2. Who are the learners? Familiarize yourself with the learners of the course. There are three categories of learner traits, general characteristics (gender, age, ethnicity), specific entry characteristics (prerequisite skills), and learning skills( preferred ways of learning. By knowing about students preferences for learning provides a potentially valuable basis for designing instruction (Morrison, Ross, Kalman, & Kemp 2011).

3. Identify essential content: identify course goals and learning objectives and integrate online and offline activities. 

4. Provide an introduction and orientation, allow learners to familiarize themselves with the course and course tools. 

5.  Identify teaching strategies and technology to be used in the course: Shift focus from face to face lecture to visual presentations and identify tools for delivering visual media. 

6.  Design course activities. Implement activities that will keep the learners engaged and stimulate the need for further learning. 

7. Develop training for instructors, if necessary develop training sessions for other instructors who may be teaching the course in order to keep the course cohesive.

Access the below images for further information on Gagne’s Nine Events of Instruction.

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

A great aspect of this scenario is that there are training modules already in place. These modules can be converted into Prezi or PowerPoint presentations. These presentations can be uploaded to the CMS and provide the flexibility and access that the trainer wanted for the employees who would be able to view them numerous times and whenever they wanted.

View the below link for an example of a Prezi presentation:
 http://prezi.com/kmxlky7cmwqz/building-communication-skills/

The trainer could also take this time to evaluate the modules to see if the overall training goals are being met effectively, if not then modifications could be met early in the course. Incorporating engaging and critical thinking discussion post will also engage the students and provide a collaborative learning environment. 

·        How will his role, as trainer, change in a distance learning environment?

The instructor’s role will be that of the subject matter expert, but also one of coaching, mentoring, guiding, and directing learning in the online environment. The instructor’s role may change during the course of instruction to that of responding to questions, motivating and supporting students, creating and maintaining interaction between the trainees, and to assessing and evaluating the acquisition of knowledge.

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

One of the most effective techniques to promote interaction in distance education is the threaded discussion (Simonson, et, al, 2012). By creating a discussion area where students can post comments on topics and post questions for the instructor the learners will process, analyze, and make connections among ideas. The instructor can also encourage communication by asking students questions directly related to their post in the discussion forum. The instructor can also challenge the learners to do further research and respond to other student’s postings. All of this will encourage learning and online engagement. 

View the attached images for Best practices for converting face to face to blended learning.

 

Boettcher, J., & Conrad, R. (2010). The online teaching survival guide. San Fransico: Wiley.

 Clark, D. R. (2004). Robert Gagne's Nine Steps of Instruction. Retrieved Dec. 16, 2012 from http://nwlink.com/~donclark/leader/leader.html

Morrison, G., Ross, S., Kemp, J., & Kalman, H. (2011). Designing effective instruction. (sixth ed.). Wiley.

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