Converting to A Distance Learning Format

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 supervisors 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-toface 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.

What are some of the pre-planning strategies the trainer needs to consider before converting his program? Pre-Planning strategies that should be considered before converting a program is considering a successful learning system. The successful learning system is included of components such as the leaners, the content, the method, and materials, and the environment, including the technology (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 132). Also, issues to address in the planning process are to identify the learners by analyzing the general abilities of the class, analyzing potential for learner interactivity, and understand learner characteristics, and one of the most important pre-planning strategies include helping learners understand the context of the learning experience. When the learners have an understanding of the reasons why they are participating in a particular type of instructional activity, they are better able to use that experience to expedite their own learning (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 157). Identifying the essential content, what teaching strategies and media should be used, and determining the quality of instruction are other strategies to acquire while considering pre-planning before conversion. Pre-planning phase is an important phase while the facilitator is taking that time to plan for a blended course, consideration should be taken upon providing evidence of converting the module to the students to grasp their feedback about the conversion.

Planning for instruction at a Distance

Concerns Traditional classroom courses will need to be retooled. Consider ways to revise traditional classroom materials

Plan activities that encourage interactivity at all times. Create activities that encourage student grouping.

Prepare for technical problems and make sure a backup plan is readily available.

Difficulty acquiring visual cues to students.

Explanations Focus on instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information. Instructors should consider ways to illustrate key concepts, or topics, using tables, figures, and other visual representations: blogs, wikis, tables, and videos, and more. Planning for interactivity reduces issue of focusing on one site and help learners. Instructor could present case studies related to theories and concepts covered in the course, and then groups of students, perhaps in different sites, could discuss case study questions and reach consensus on a solution to the problem. If equipment fails, it is important for students to have projects and assignments independent of the instructor and alternative means of communication (e.g., fax, phone, e-mail). Discussing with students ahead of time alternative plans incase there is a technological problem will eliminate confusion and loss of productive class time when a problem occurs. Alternative approaches to ongoing evaluation of instruction must be incorporated.

What aspects of his original training program could be enhanced in the distance learning format? Training programs are enhanced regularly to fit instructor/student needs. Aspects of the training manager face-to-face module that could be enhanced in the distant learning format learning activities and the communication level. Slatta & Blossfeld (2007) states, Effective student-instructor communication is critical for success in any class. It is important for students to seek knowledge through inquiry rather than the simple memorization of facts, and quality inquiry requires open communication. Communication is key in all learning environments and the training manager must provide feedback and consistent m How will his role, as trainer, change in a distance learning environment?

The role of the training manager will not change in the distance learning environment, but he will have to communicate more and provide evidence that the students can trust him to be available and guide them throughout the training modules. Facilitators are not to only focus on power point or other traditional classroom tools, but web tools to engage the learners and provide feedback because of the new learning environment. What steps should the trainer take to encourage the trainees to communicate online? Motivation plays a major role in encouraging students to communicate, as well as, complete course projects, discussions, applications, and more. Also, synchronous and asynchronous communications are methods used to encourage trainees to communicate online. Bates (2012) states, Asynchronous media would include e-mail, text or voice messages on mobile phones, podcasts or recorded video clips, online discussion forums within an LMS, Twitter, and Facebook. Synchronous media would include voice phone calls, text and audio conferencing over the web (e.g. Blackboard Collaborate), or even videoconferencing.

References Bates,T.(2012,July 4). Nine Steps to Quality Online Learning: Step 8: Communicate, Communicate, Communicate. Online learning and distance education resources.[Blog Post]. Retrieved from http://www.tonybates.ca/2012/07/04/nine-steps-to-quality-online-learning-step-8-communicatecommunicate-communicate/ Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson Slatta,R., Blossfeld,J. Diversifying and Improving Student-Instructor Communication. NC Sate University. Retrieved from http://distance.ncsu.edu/adde/viewpoint/richard_slatta.html