Best Practices Guide: Converting to a Distance Learning Format
A training manager is frustrated
with the lack of communication between the learners in the face-to-face
classes he facilitates. He talks with
his supervisor and gets permission to work on a blended training program with
both classroom and online sessions. This,
he hopes will change the dynamic and get the learners talking with each
other. He wants to allow the learners
access to the course material on a server so they can work at whatever hours
they want. This guide will help him
strategize, organize and put together a blended course that will meet his
requirements.
This is a Best Practices Guide to help him complete his mission.
1.
Preplanning strategies
Putting time and thought into the preplanning strategies and activities
will pay off tremendously when it’s time to start building the online
program.
A.
Consider the needs of the learners.
A job task analysis should be done to determine what is involved in
converting material to online format.
The results may point the trainer to keeping more of the training in the
classroom because it is better suited for those lessons. It may be difficult to convert some of the
material to online formats. Are we
looking at putting PowerPoints online because that is what is used in the classroom? Overusing PowerPoint has been pointed out
several times as causing learners to lose focus (Hedges, 2014) . “Death by
PowerPoint” is something all trainers want to avoid.
B.
Consider putting the training material on a server. Several considerations need to be
addressed. Are there any proprietary
material concerns that need to be protected?
How secure is the server? Who has
access to it besides the students? Does
it matter? If this doesn’t create
problems, it is probably a good idea as learners may want to work on
assignments at different times of the day.
C.
Choosing a Learning Management System (LMS) is the next important
task. A LMS is a site that allows
learners to access course material, interface with the instructor and other
students, complete and submit assignments and receive feedback on
performance. It is set up so that the
learners can access and use the course material that has been set up by the
instructor. It also lets the instructor
set up the material.
There are several things that go into choosing a good LMS. Choose a technology that both the teachers
and learners can learn and use. Just
because the teacher knows how to use it doesn’t mean the learners will be able
to. Determine the technical level of the
audience (Pappas, 2015). Then determine
how easy it is to use the LMS to set up courses. Does it walk you through the process or do
you need to be an expert? Then determine
how much support may be needed for both teachers and learners to use this
LMS. Do you need 24/7 support or will
normal business hours be OK? Can the
site provide that level of support and will it be cost prohibitive? The training manager wants to convert all
training to a blended format which will use the LMS. Is there a charge per course on the LMS? Carefully consider and choose the LMS that
best accommodates these.
2.
What can be moved into the online format?
One of the biggest questions to consider is how the chosen material or
method will include the learners (Simonson, Smaldino, & Zvacek, 2015) . Activities will be the biggest step forward
towards enhancement. There are already
activities in the synchronous classroom setting. Some of those can be converted to an online
activity that serves the same purpose.
Perhaps an activity involving group work in the classroom can be
converted to a synchronous online activity involving the same group
members. Now everyone can participate on
their computers, which is more comfortable with some people than face-to-face
in a classroom. Times should be agreed
on by the learners, as long as they complete the activities on time. The key is for the trainer to think of active
rather than passive activities for the learners so that learning takes place (Simonson, Smaldino, & Zvacek, 2015) .
3.
How will the classroom trainer role change online?
Many times teachers are in front of a class lecturing. Online teaching is more of a coaching role (Simonson, Smaldino, & Zvacek, 2015) . He will encourage the learners to collaborate
with each other to complete activities and in discussions. This will help them learn actively instead of
by reading and listening to lectures.
The activities should be built so they require maximum participation
from the class and so that no member can sit back and watch everyone else do
the work. This is the coach’s job, to
ensure this kind of participation. It
requires the coach to be online often to monitor the monitor the discussion
boards and participate in the discussions (Laureate Education, n.d.) . The trainer needs to offer timely feedback so
the learners know where they are doing well and where they need to improve.
4.
How can the trainer encourage discussion between the learners?
The trainer should provide the ground rules in the beginning class
materials. The syllabus can spell out
the course schedule, grading system and how participation in discussions will
be measured (Simonson, Smaldino, & Zvacek, 2015) . Students know up front the criteria and what
is expected. If they do not participate
the trainer should grade accordingly, reinforcing the criteria and encouraging
participation. Of course there will be
exceptions and the trainer will take
those into consideration on a case-by-case basis.
The activities mentioned earlier can help get the students to
communicate better online. Adding humor
has proven to be effective in influencing student participation (Anderson, 2011) . It can turn a dreaded course into a lively
one by getting learners to talk. It has
also shown to increase learning by promoting greater recall. So humor gets a big thumbs-up.
These practices, combined with the curriculum the trainer is currently
using in the classroom, should get the learners communicating better than they have
been. Once that happens, the instructor
can build on it by seeing what works well and what doesn’t. Slow progress at first is better than no
progress.
References
Anderson, D. (2011). Taking the Distance out of
Distance Education: A Humorous Approach to Online Learning. Journal of
Online Learning and Teaching, 7(1), 74.
Hedges, K. (2014, Nov 14). Six Ways To Avoid Death
By PowerPoint. Retrieved from www.forbes.com:
https://www.forbes.com/sites/work-in-progress/2014/11/14/six-ways-to-avoid-death-by-powerpoint/#3310023264d4
Laureate Education, (. (Director). (n.d.). Facilitating
Online Learning [Motion Picture].
Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching
and Learning at a Distance, Foundations of Distance Education, 6th Edition.
Charlotte: Information Age Publishing.
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