Converting to a Distance Learning Format

Converting to a Distance Learning Format (EDUC 6135)

By Jacqueline Skinner

Converting to a Distance Learning Format 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 supervisors 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. This paper consists of best practices for translating an instructive training program to a distance learning format. As a training manager, his mission ahead is a tackle that involves

planning for distance learning, whether synchronous or asynchronous, entails more emphasis to be placed on the initial phase (Simonson, Smaldino, Albright, and Zvacek, 2009, p. 125). Various different designs and suggestions are included that will assist you in facilitating communication and learning in online environment. The evolution of training sessions from face-to-face format to that of a blended learning format can be complex and intense due to time but yet very rewarding. Several variables will be required and taken into consideration when embarking this evolution, but the outcome could very much benefit the trainer. It is vital to not hasten this process as it frequently demand testing, evaluation and revise. Converting a traditional course to a blended model involves several deliberations. Recognizing the requirement and the accessible resources can make it possible for the instructor to incorporate new tools into the learning experience. There is a need for a pre-planning phase, a plan that should be exploited and pursued by the instructor, activities that will make the content active, the need for evaluation of the learning process and the design of the course. Therefore, the following best practices guide has been improved. This guide consists of instructions and

Converting to a Distance Learning Format

characteristics to contemplate. There is also a checklist of characteristics that should be measured before, during and after the implementation process.

Preplanning Strategies
Successful planning can openly influence the results and by utilizing a systematic planning process for instruction, learning will take place. The ADDIE model is used by instructional designers and training developers for designing instruction and instructional materials.

Prior to the training manager going forth and commits death by PowerPoint by means of his traditional classroom content, he should reflect on the subsequent components needed for a successful online course identified as the learners, the content, the method of delivery and materials, the environment (blended and online), and the technology needed for learning to take place (Simonson, Smaldino, Albright, & Zvacek, 2009, p.127). In order to create quality leaning
experience, components must cooperate equally efficiently and effectively (Simonson, Smaldino, Albright, & Zvacek, 2009, 127). Planning and organizing for a distance learning experience is a multifaceted and must take place well in advance of the scheduled instruction (Simonson, Smaldino, Albright, & Zvacek, 2009, 127). To ensure that the materials will be planned and prepared in a timely manner, it is recommended that an instructor planning an online course to start three to five months advanced (Simonson, Smaldino, Albright, & Zvacek, 2009, 137). Once the training manger chooses to

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translate to a blending learning format, his first move should be to set up a self-quiz and test students to determine if distance learning is right for them.

Components

Evaluate and Plan

Classify and Analyze all Learners
Cognitive abilities Characteristics and learning preferences Distance learning experience Technology capabilities

Learner

Content

Classify and Analyze all Learners Goals and objectives Choice of the content Style Sequence and quantity of information
Classify and analyze instructional method or strategies Classify and analyze materials Requirement of selected media and visual elements Handouts (Syllabus) Study guides

Method

Environment

Classify and analyze environments and technology

Synchronous, asynchronous, hybrid Deliver System CMS/LMS Video, audio, interactivity, etc. Discussion boards, blogs, wikis, podcasting, etc.

When planning for distance learning, the components listed above are needed to be addressed because they are the foundation of the project and help to set the establishment that everything else will be base on. As Dr. Piskurich indicated, we make those decision early on in

Converting to a Distance Learning Format our design because after we have written our objectives, everything else is going to be based on what type of delivery system we are going to use." (Laureate Education, 2010).

Course Enhancement
Choosing the latest version of technology or the newest idea for instructional materials is not adequate because the main concern is the instructional material need to enhance the learning opportunities for students (Simonson, Smaldino, Albright, & Zvacek, 2009, p.193). Not all instructional materials have to be developed by the instructor as new resources; however, copyright rules must be acknowledged when utilizing existing materials ( Simonson, Smaldino,
Albright, & Zvacek, 2009, p.193). As soon as all the key components have been identified and analyzed, you will have a enhanced perceptive of how to translate

your existing course content into distance learning format. Content in distance teaching situations is deliver by means of reading in texts, handouts, and information on the internet, except for "high-quality courses, there should be an emphasis on the use of various forms of visual media to offer instructional content" (Simonson, et al, p. 157). There are also needs of other alternatives for students to connect by way of and correspond about the content with other students, in addition to the instructor. Decide which aspects of the original training program could be applied and what need to be improved for the distance learning format. The majority of the trainers content can be restructured with the assistance of an instructional designer who can analyze the content, and redesign it from a teacher-centered to student-centered teaching and learning. A virtual learning environment will be useful in this situation. Videos or DVDs utilized in the classroom will be

Converting to a Distance Learning Format established online. All training material will be accessed online. This provides the students the use of the Web to access these materials and media.

Evaluating Student Performance

Once the planning and course have been organized, it is time to evaluate the learners performance. In assessing online learning, it is vital to create a combination of assignments that deal with the various dimensions of learning that online courses can use. Traditional assessment becomes a less significant part of the grade as you move in the direction of promoting student interaction on group projects and other activities. Feedback is a very important part of online learning. Normal feedback will provide you with significant aspects about the course content, assessments, and technology. Some different forms of assessments are indicated below.

Converting to a Distance Learning Format Threaded discussion is one of the most powerful tools utilized in distance education (Simonson, et al., 2009). It is the groundwork for two-way communication in the company of

your instructors and colleagues as well as the heart of the online course as it serves as a platform for learning and engaging. Discussions should be structure so that they are meaningful to students. Discussions in which learners are simple asked to repeat course material do not engage learners response. Therefore, students come to see recurring discussions as insignificant to the learning experience. Appealing topics for online discussions include: Reacting to a controversial reading Feedback from an exercise performed at home A debate A case study

Students are also assessed for effectiveness for participation in online discussions. The rubrics ensure student knows how they are being graded and encourages them to reach the goals set in the rubrics (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 191, 283). Below are some of the features that are assessed by students during online threaded discussions:

Converting to a Distance Learning Format

Role as Facilitator
The instructor plays an important role in the learner's success in an online environment. The role of the instructor transforms from being teacher-centered to student-centered in an online environment. The instructor takes the role of a facilitator who task is to present leadership,

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motivation, and feedback. The instructor must recognize their roles and what is expected of them in an online environment because "teaching at a distance is a challenge" (Simonson, et al, p. 202). The learning environment should be supportive, open, and respectful in order to promote high quality student interactivity in an distance learning environment (Durrington, V., Berryhill, A., & Swafford, J., 2006). In his video, Dr. Piskurich (Laureate Education) identifies best practices for facilitators. He indicated that these are things that work for any facilitator in a distance learning environment. .Indicated below is the key roles of a facilitator:

1. The facilitator should know the software that he or she is going to work with. 2. The facilitator needs to review the lesson plan thoroughly with the instructional
designer in order to be aware of how the material will be taught and know when and how to turn it over to the students for their experience and learning.

3. A facilitator must keep in constant contact with students in online environments.

Understand all learners are different. If a student is late or seems disconnected from the course, you should get in contact with him/her and draw them into the course interactions.

4. A good facilitator must go through the entire course and understand all lessons
ahead of the course beginning; they should not be preparing for a lesson just before it is taught.

5. Facilitators must participate in all synchronous and asynchronous discussions.

Constant monitor the discussion and follow the students progress.

6. Facilitators must show learners that they are about their success. The leaner need
to know that you care.

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Summary
It is crucial that the instructor organized and trained before teaching in a distance education environment and the students as well must have an perceptive of all the diverse elements. Converting from face-to-face class to distance learning format does involve several different elements and can be a complex process. It is imperative to note that "teaching at a distance can be a enjoyable experience for everyone involved" (Simonson, et al, p. 203). By pursuing the best practice guide and spending the time to understand and renew your material to work in a blended environment, you will take pleasure in facilitating a class that will benefit your students in achieving the goals and learning objectives of the class.

Best Practices in Online Learning and Teaching View the video below to see the best practices in online learning

http://youtu.be/EIu8e3I67HQ

Converting to a Distance Learning Format References Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student

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interactivity in an online environment. College Teaching, 54(1), 190193. Retrieved June 15, 2011 from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_intera
ctivity_in_an_online_environment.

Gerber, A. R. (2001). Death by PowerPoint. Retrieved June 15, 2011 from http://www.smallbusinesscomputing.com/biztools/article.php/684871/Death-ByPowerpoint.htm Piskurich, G., & Chauser, J. (2010) Facilitating Online Learning" video. Laureate Education, Inc. Poe, M. & Stassen, M.L.A. (2002). Teaching and learning online. Retrieved June 15, 2011 from http://www.umass.edu/oapa/oapa/publications/online_handbooks/Teaching_and_Learnin g_Online_Handbook.pdf Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.