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Application: Converting to a Distance Learning Format

 

Consider the following 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.

 

With this scenario in mind, and taking into consideration the Learning Resources, I would like to reflect on the following questions:

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

The Pre-planning Strategies

“Instructional design should consider all aspects of the instructional design environment, following a well-organized procedure that provides guidance to even the novice distance instructor” (Simonson, 2012, p. 151).  (Figure 1-1 provides such a system).  Following the ADDIE Process considers the characteristics of the learners, the content of the instruction, the delivery methods (which include technology considerations, and of course evaluation methods.

When converting a face-to-face course to a distance learning format, the syllabus serves as the blueprint. This would be the analysis stage of the ADDIE Process. ”The Syllabus is the single-most important document an instructor can prepare. This is the primary communication with students at a distance.  An instructor needs to provide enough information within the syllabus that the students are able to understand the structure of the course, expectations an” assignments, and the assessment process” (Simonson, 2012, p. 199). The syllabus should also include a framework for communicating with the instructor. “Students are more comfortable with distance learning when instructors adhere to predetermined course schedules (Macfarlane & Smaldino, 1997)” (Simonson, 2012, p. 199). Important information such as the course structure, defined expectations, weekly assignments, and the assessment process should all be elements of a well-designed syllabus.

 

Figure 1-1 The ADDIE Process for instructional design

In the analysis stage of the ADDIE process, the instructional designer must assess the viability of technology selected to “ensure that the learners and facilitators have access to the technology selected” (Piskurich).

Consideration of the abilities of the learners is a prerequisite element for the preplanning strategy of converting to a distance learning format.  “Analysis of the cognitive abilities of the class allows the instructor to observe how students relate to the content of the lesson.  Such issues as clearly defining the prerequisite knowledge or skills for the specific learning experience are important to ensure a successful learning experience” (Simonson, 2012, p. 155).

Piskurich & Chauser in their Laureate Education, Inc. video entitled.” Distance education: Developing Online Courses” suggest the following 7 steps as a pre-planning strategy for converting to distance learning:

1.      Select the delivery mode online that is a best match for the intended audience and content. The decision of

2.      After the online delivery mode is selected, the instructional delivery method would be determined next. Synchronous verses Asynchronous delivery modes must be selected for the ideal learning environment for the new distance learning course.

 

 

 

3.      Become familiar with the delivery interface and technology tools being used. (A blog, wiki or course management system (CMS) are all options in the design process)

4.      During the introduction, familiarize the learners with the online course interface and technology tools used in the course. Support options for learners should be provided should they need help.

5.      Course objectives, assignments and expectations must be met through lessons.  The syllabus must clearly explain what is expected from the learners.

6.      Activates must be designed and implemented that keep the learner engaged in the learning process.

7.      Facilitator training must be developed and implemented to ensure course success. (Chauser)

 

During the ADDIE Process phase of design and development, distance course learning materials are created using learning theories and techniques that engage the learner in meaningful learning.

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

In the distance learning format, the original training program could be enhanced by chunking material into smaller, more consumable bits of information.  “A simple rule of KISS-“keep it short and simple”- which applies to the use of any instructional material. It is better to divide the information into shorter packets than to prepare one long document for students’ (Simonson, 2012, p. 202).  It is also a misconception to think that the entire original training program has to be thrown out to prepare for conversion to a distance online learning format.  “But not all instructional materials need to be developed by the instructor as new resources; instructors can rely on existing media to help enhance learning experiences” (Simonson, 2012, p. 202).

 

•How will his or her role, as trainer, change in a distance learning environment?

The role of trainer in a distance learning environment is one of a facilitator. The interaction and participation of the trainer itself is constructed in a different manner in that the student is actively constructing knowledge based upon their experiences:

 “While the traditional instructivist approaches support knowledge transmission from teacher to learner, constructivist approaches support learning through active construction of knowledge from the learner's experiences (Mayer, 1999)” (Kitsantas, 2001, p.3).

This in turn changes the role of the instructor to being a facilitator of learning:

 “From an epistemological perspective, constructivist approaches assume that acquiring knowledge should not be transmitted directly from teacher to student, but rather that it should be personally constructed by the student within the teacher-supported learning environment” ( Kitsantas, 2001, p.3).

The student is constructing knowledge in relation to their experiences, thus scaffolding new learning into their long-term memory by participating in the discussion group.  I used to sit, as a student, in face-to-face classrooms and absorb knowledge without any participation at all.  You do have to shift your perspective:

“Cognitive flexibility requires one to shift perspectives on a problem and consider multiple modes of learning in order to convey the inherent complexity in the knowledge domain (Driscoll, 2000; Spiro, Vispoel, Schmitz, Samarapungavan, & Boerger, 1987). Pre-service teachers need guidance in how to think more flexibly in order to shift their instructional role in the classroom and to facilitate student knowledge construction”( Kitsantas, 2001, p.3).

Simonson suggests a shifting in the involvement of the trainer in the online distance learning environment.   “A rule of thumb for the instructor’s involvement in threaded discussions recommends that early in a course, the instructor should post once for every 4 or 5 student postings, then as students take more responsibility for their own learning later in the course, the instructor might post once for each 10 to 12 student postings- primarily to keep the discussion on track (Simonson, 2007)” (Simonson, 2012, p. 156).  After all the definition of facilitator, according to the Merriam Webster Online Dictionary is: “one that facilitates; especially: one that helps to bring about an outcome (as learning, productivity, or communication) by providing indirect or unobtrusive assistance, guidance, or supervision; the workshop's facilitator kept discussion flowing smoothly”.  The facilitator promotes and guides the learning process in an online discussion to keep the online discussion on tack.  “Facilitators should keep the discussion on track and help those that tend to stray, focus on the material being discussed. Facilitators should help to advance the discussion if it happens to become “stuck.” But facilitators should not be so heavily involved” (Simonson, 2007).

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

The facilitator can ensure that students engage in meaningful conversation and debate by nurturing and encouraging meaningful discussions that promote deep learning.   “One of the most effective techniques to promote interaction in distance education is the threaded discussion-instructors post questions related to reading , viewing, and/or listening to assignments, then students post comments in the discussion area” (Simonson, 2012, p. 156).

 Owens provides great insight on this question of how to encourage the trainees to communicate online in her article entitled: Eight Tips for Facilitating Effective Online Discussion Forums by saying:

“Here are eight discussion forum strategies instructors should employ to enhance students’ online experience:

1.         Post the rules of netiquette and behavior expectations at the start of class.

2.         Encourage students to introduce themselves and meet one another to form a learning community where they will feel safe to share and discuss.

3.         Develop discussion questions that allow the student to critically reflect on the material and synthesize it with their own experiences.

4.         Encourage students to participate early and often.

5.         Create their presence in the classroom but not interfere with the flow of the discussion.

6.         Intervene when the discussion is veering off in the wrong direction and help move the discussion back on track.

7.         Ensure that the discussion forum is a safe learning environment.

8.         Promote further thinking and reflection by posing more thoughtful and engaging questions within any given discussion” (Owens, 2009).  RSS Feed

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References

Dick, W., Carey, L., & Carey, J. O. (2009). The systematic design of instruction (7th ed.). Upper Saddle River, NJ

Kitsantas, A. & Baylor, A. L. & Hu, H. (2001). The Constructivist Planning Self-Reflective Tool: Facilitating a Constructivist Instructional Planning Approach. Educational Technology, 41(6), 39-43.

Laureate Education, Inc. (Chauser, J. & Piskurich, G.). (n.d.). Distance education: Developing Online Courses. [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8799456&ClientNodeID=984650&coursenav=1&bhcp=1

Piskurich, G. & Chauser, J. (n.d). Facilitating Online Learning. [Vodcast]. Distance Learning EDUC-6135-1. Laureate Education, Inc.

Merriam Webster Online Dictionary, http://www.merriam-webster.com/dictionary/facilitator

Owens, R. (2009).  Eight Tips for Facilitating Effective Online Discussion Forums, Asynchronous Learning and Trends.

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