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.
What
are some of the pre-planning strategies the trainer needs to consider before
converting his program?
As in any planning, we must consult our dear aunt
ADDIE, who is full of knowledge to help us along the way.
“Distance education programs begin with careful
planning and a focused understanding of course requirements and student needs.”
(Gottschalk, 2012)
David Weedmark wrote “The two most important
considerations are getting course information to your students and giving
students the ability to interact” (Weedmark 2012)
Mr. Weedmark also gives the following ideas for the
instructor to use while in the pre-planning stages:
1) Decide how you want to provide
information to your
students. For best results, a combination
of text- and
video-based learning will appeal to the widest range
of learners
as some students prefer to read text while
others prefer to listen and watch
video.
2)
Determine how you want to present video
instruction
to the class. Recorded video offers
students flexibility
in when they access the video, while offering you the
ability to polish the video before releasing it to the
class. Live streaming
video offers the students the
ability to interact with you during the
presentation,
giving you the ability to ensure your information is
being
understood. To distribute recorded videos,
upload it directly to your own
website or use a
service like YouTube. For live video webinars,
services like
GoToMeeting.com and
InstantPresenter.com offer free trials.
3)
Use a calendar program on your computer
like
Outlook or an online calendar like Google Calendar
to determine when class events
will be held. Events
include when course materials should be released,
when
webinars or chat sessions will occur and when
student activities such as tests
should be due. Draft a
schedule in a Word or PDF document, or post it on
your
website. Releases the schedule to students before
the course begins; then send
reminders for important
events 24 hours beforehand.
4)
Limit your classroom size to no more
than 30 people
-- the size of a regular class.Class
size limits can be
indicated on all marketing material and registration
pages.
A guarantee of a small class is more attractive
to students because of the
personal attention they will
receive, compared to a class with unlimited
registration. If you have more people who want to
enroll, you can create a
follow-up class when the first
class is finished, or recruit a second
instructor.
5) Investigate available course and
learning management
systems that can help you integrate
courses, activities,
resources, and questions. For example, Moodle.org
offers a
free open-source software package you can
install on your own website.
JoomlaLMS.com offers
a free trial of their learning management system.
6) Determine how you want students to
interact with you
and each other if you arenot
using a learning
management system that provides this opportunity.
Email
correspondence is easy to manage for small
classes but does not provide a
classroom atmosphere
as it is usually one-on-one. Group forums and chat
software, like those available on Google's Gmail or
Skype can provide group
interaction. A Facebook page
or a Google+ circle can also serve as a venue for
group interactions.
7) Break up your class into groups
frequently to work on
assignments. Pairing students
together in groups of
two will encourage them to communicate one-on-one,
either
over the phone or through an instant message
program. Not only does this help
them get more out of
the class, it reduces the time you need as an instructor
to answer questions they are able to answer
themselves. (Weedmark 2012)
What
aspects of his original training program could be enhanced in the distance
learning format?
1)
Communication - such as email, chat rooms,
asynchronous
discussion boards, synchronous text
messaging, listservs, bulletin boards, and
audio chat. These
technologies allow not only instructor-to-student
communication, but also student-to-student dialogue.
(UNCG 2012)
2) Interactivity- “The single biggest advantage in online
learning programs is interactivity they
offer. One of the
biggest issues facing universities wading into online
learning is interactivity, both in its level and mode…. To
some people, it
means enabling learners and instructors to
share ideas in a virtual chat room;
to others, merely
posting a question on a bulletin board qualifies as
interactivity.” (Arsham 2002)
3) Synchronous
learning - Short lectures, group
activities
and discussions
4) Asynchronous
learning –problem based learning, student
led discussions
How will his role, as trainer,
change in a distance learning environment?
1) Less
face time with students, more online interactions by
written, visual and audio correspondence
with the learner to
improve communications and understanding of what is
expected of them.
2) Know and understand the course and software before
teaching it. This way you are not
learning as the student
learns but will be ready if problems arise.
3) Less instructional planning time
4) Be more aware and overcome potential barriers
caused by
technology
According to Zane L Berge (1995) “The most important
role of the online instructor is to model and effective teaching and accepts
the responsibility of keeping discussions on track…. Weaving discussion threads
and course components together” (Berge, 1995)
Zane Berge (1995) also notes that the instructor or
facilitator can do this by using four areas:
1) Pedagogical
– Pedagogical
– Using questions and probes
for student responses that focuses discussions on
critical
concepts principles and skills critical concepts principles
and skills
2) Social
– Developing group cohesiveness
3) Managerial-
Setting the agenda and objectives of the
conversations
4) Technical
- Making the learner comfortable with the system
and software that is being
used.
What steps should the trainer take to
encourage the trainees to communicate online?
1) They must participate frequently in
discussions
2) Select topics that are both related to the
course and that
may be interesting to the Learner
3) Provide feedback so that the learner would
know
whether or not if it is correct or needs improvement
Gottschalk
T, 2012 University of Idaho Engineering Outreach DISTANCE EDUCATION AT A
GLANCE GUIDE 1: Distance Education: An Overview
Weedmark,
D February 04, 2012 Teaching Methods & Strategies Design a Classroom How to Design & Build Virtual Classrooms
Arsham,
H March 2002 USDLA Journal Impact of
the Internet on Learning and Teaching Vol. 16 : No. 3
The University of North Carolina Greensboro Office of the
Provost UNCG 2003-2008 Distance Education Plan
Berge,
Zane L . 1995 Educational Technology: The Role of the Online Instructor/Facilitator
Retrieved April 2012
