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 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.

 

Pre-Planning Strategies include:

·         The Learners
·         The Content
·         The Method of Deliver
·         The Material
·         The Learning Environment
·         The Necessary Technology

“The interaction of these components creates the types of learning experiences necessary for student learning”…and they must…”interact both efficiently and effectively to produce quality learning experiences” (Simonson, Smaldino, Albright & Zvacek, 2012, pg. 152).  Interaction will be both face-to-face and online (synchronous and asynchronous) so decisions will need to be made as to what aspects of discussions will be in which format.

 

Distance learning brings its own set of engagement challenges; strategies to combat lack of involvement include problem-based learning, collaboration (group work) and discussion boards.  Learning activities are imperative in a distance learning environment.  While the content is significant and essential, it is the activities that will keep the learner committed and enthusiastic as they learn the content. Visuals in online learning, such as multimedia elements, can be used as a benefit to augment and develop key concepts. “Visuals that break down a complex idea in to components can show relationships that might otherwise be confusing to students” (Simonson, et al, 2012, pg. 160). Care must be taken when choosing applicable technology that is relevant to objectives and as a way to eliminate extraneous information.

As a distance learning facilitator, the role changes to that of a student supporter, communication guide and active participant.  Students need to know the trainer has their best interest in mind and without visual cues from the students, support should come from both emotional and evaluative by communicating through comments and discussion responses.  This goes with being an active participant in the course, especially during discussion boards.  Discussion boards are a powerful tool in distance education and discussion threads (can) require student response and interaction.  By setting posting and response requirements, students have a clear expectation of how to continue the thread.  Using a variety or combination of factual, evaluative, convergent and divergent questions, that require more than a yes or no answer will also help sustain the dialog.

 

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson