For this week's assignment we were to 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 as server so that the trainees have access to resources and assignments at all times."

Using a variety of resources, I put together a manual which would help encourage a blended learning environment instead of only a face-to-face environment.  I addressed the following questions:

     What are some preplanning strategies the trainer needs to consider?

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

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

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


Best Practices Guide for Distance Learning Facilitators

 

A successful learning system is composed a learning environment where students interact with one another and are able to produce the learning outcome. It is only with careful planning for this type of environment that student learning is achieved (Simonson, Smaldino, Albright, & Zvacek, 2012). A critical process for instructional designers is to evaluate what works and what needs to be improved (Laureate, n.d.).

As we move through this guide, let’s remember distributed learning models combined with today’s technologies can actually provide more productive learning experiences for students. (Simonson, Smaldino, Albright, Zvacek. 2012)

 

Preplanning Strategies: What are some of the pre-planning strategies you need to consider before converting your traditional class to a blended-learning class?

It is important to understand the differences between traditional learning and online learning.

As you prepare to teach a blended learning class you first need to consider what differentiates online learning from face-to-face learning. An important point to understand is that you cannot directly convert traditional training to online training. A variety of equivalent instructional approaches should be provided for student. The online learning environment needs to be equivalent in achieving the same learning outcomes as traditional learning.

There are four key differences between traditional and online facilitation (Piskurich, 2010). It is important to be aware of these as you plan your blended class:

1. Online is more difficult to know what your learners are doing and how they are doing. Connecting with them is even more important.

2. Activities and applications are the heart of an online course.

3. Content is critical but in the end it is the activities that help them learn the content.

4. You must build time into the implementation phase to think about and practice the role you will play in facilitating the online portions of your class.

According to Graham, Cagilty, Lim, Craner and Duffy, (2001) there are seven principles of effective teaching.

The seven principles are:

1. Communication with students

 

2. Collaboration among students

 

3. Active Learning Experiences

 

4. Prompt Feedback

 

5. Emphasize time on task

 

6. High Expectations

 

7. Respecting Diversity

 

 

 

 

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

All of the benefits of the online distance learning environment can be realized with the hybrid learning model in conjunction with the existing face-to-face traditional classroom

 A face-to-face learning environment used to encourage traditional instructor/student academic relationships and allow for instructor/student personal presentations as well as subject debates in a synchronous atmosphere. Whereas, technology is used to establish/maintain digital communication path between learner and facilitator provided through shared school resources or individual sources, thus creating asynchronous design which allows for time flexibility for learner and instructor.

Distance learning offers learners more opportunities in courses, formats, and methodologies and allows the learner to be autonomous in the selection of learning objectives or course projects (Moore, 1996).

The capital cost (monetary) is less for both the learner and facilitator when compared to traditional face-to-face degree programs (Simonson, 2009).

 

How will the training manager role change in a distance learning environment?

“The goal of instructional planning for distance education is to develop an approach that makes the sum of experiences for each learner equivalent. Instructional design procedures should attempt to anticipate and provide the collection of experiences that will be most suitable for each student or group of students.” (Simonson, et. al, 2012)

Facilitators must participate in all synchronous and asynchronous discussions and must show learners that they care about their success. (Piskurich, 2010) The instructor should examine the facilitation of the discussion and the goal is to build a community of understanding within the peer group to promote social learning. Students can develop learning skills to a certain maximum level or peak as individuals, but, we need social interaction with more knowledgeable peers in order to advance our problem solving skills to a higher level.

“It is the learner who needs to be considered early in the planning and implementation of a distance learning experience. The more and instructor understands the members of the audience, the better the distance learning experience will be for all involved” (Moore & Kearsley, 1996).

 

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

Facilitators should encourage the students to participate in meaningful debate by selecting a topic for discussion which directly relates to the weekly subject matter which is reinforced with the weekly resources. The facilitator should also encourage referenced information and always respond in an analytical and scholarly way. This reinforces academic professionalism and challenges the group to configure their responses to match the professional format used and promoted by the facilitator. The challenge is to configure discussion questions complex enough to provoke scholarly thinking and research while encouraging the learners to supplement the discussion with their individual learning experiences.

 

References:

 Graham, C., Cagilty, K., Lim, B., Craner, J., & Duffy, T. (2001). Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses. Technology Source., Retrieved from ERIC Database.

Moore, M.G. & Kearsley, G. (1996) Distance Education: A Systems View. Washington: Wadsworth Publishing Company.

Piskurich, G. (2012).  Facilitating Online Learning Laureate Education, Inc. (Producer)    Baltimore, MD.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at

a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

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