Converting to a Distance Learning Format

Converting to a Distance Learning Format

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 pre-planning the trainer needs to ensure the technology infrastructure is sufficient and able to be supported (Simonson, Smaldino, Albright & Zvacek, 2012). If there is support, then there has to be a working relationship between distance education and information technology established. For example, if a trainee is locked out of their account, the trainer needs to be able to contact someone from IT support to unlock the account efficiently. Another pre-planning task for the trainer is that he or she knows the software and is familiar with the technology so it is almost transparent (Laureate Education, 2012). Then the trainer must make sure the students can use the technology and have access to the technology.

The original training program could be enhanced in the distance learning format by converting any printed materials to electronic coursepacks that include journal articles, individual book chapters or sections, workbook sections, conference papers, reports and virtually any other document that has educational value (Simonson, Smaldino, Albright & Zvacek, 2012). The original content also included video that will most likely need to be put into the delivered online portion of the course. As we learned in our resources, a trainer needs to know when to consider technology and when not too (Laureate Education, 2012).  If you can do it in a classroom environment than why add technology because technology adds another layer of complexity and anything can go wrong (Laureate Education, 2012).  The role of the trainer is more challenging because they are not face to face.  Communication must be established from the start and remain consistent. The shift in communication changes the focus from teacher-centered to student-centered learning environment.  Barr and Tagg explains the new trainer as a coach that collaborates with active learning and customized materials (Simonson, Smaldino, Albright & Zvacek, 2012).  In order to encourage trainees to communicate online a trainer should make sure that trainees’ responsibilities are made clear and the trainer’s expectations are clear as well (Simonson, Smaldino, Albright & Zvacek, 2012).  A trainer that is present in the class consistently is also encouraging to the trainees.  In conclusion, I had a trainer who used a flip chart to write down our ideas during our training session.  Using the flip chart encouraged the class to want to add more ideas while she was writing but it also helped us see from each sheet of paper that she posted throughout the room our learning pattern from beginning to end. Below are additional best practices for facilitating online learning retrieved from:  

 

http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

 

Best Practices	Tool	Task
Community Building	Discussion Board	Have pairs of students interview each other on a given topic and post the interview results in the discussion board.
Critical Thinking	Gotomeet.com	Reach more trainees worldwide and cut travel costs.  Make tests and materials available online. Easy to set up!
Reflection	Blog	Post reflective activities that will require students to share a synthesis of the learning experience and personal situations  that should allow for honest and open responses.

 

References

Laureate Education, Inc. (Producer). (2012). Teaching and learning at a distance. [DVD]. “Facilitating Online Learning”. Boston, MA: Dr. George Piskurich & Jacqueline Chauser.

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