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Best Practices Guide for Conversion to a Distance Learning Format Michelle Flamos Walden University Richard Riley School of Education EDUC 6135 2 Dr. Ron Paige August 14, 2011

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Best Practices Guide This is a best practices guide for trainers to follow when converting face to face training to an online learning format. It will address such topics as what to look for when pre-planning for the conversion, which aspects of the original training can be enhances, how the role the trainer will change, and steps to engage and foster communication among the trainees. Simonson, etal, noted that distance education is a system, and the creation of successful coursesand the program of which they are a part---requires a system approach (Simonson, Smaldino, Albright, & Zvacek, p.146, 2009). Ergo the creation of this guide. Here are a several things to keep in mind when preparing during the pre-planning phase of conversion. 1. 2. 3. 4. 5. Traditional teaching tactics will need to be retooled. Think about ways to illustrate key concepts, etc. Plan for interactivity. Plan activities that foster an online learning community (interaction among peers and among facilitator and student(s)). Plan for technical issues.

(Simonson, Smaldino, Albright, & Zvacek, 2009)

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Best Practices Guidelines

I. Learners Who are they? 1. General information a. What is the nature of the students learning environment? (This helps to overcome the separation between student and facilitator.) b. c. d. 2. a. b. c. 3. a. b. c. d. 4. a. b. c. Number of students in the class (influences the level of interactivity). Nature of the audience What are the educational expectations of learners? What are their learning styles? Cognitive abilities? Appropriate learner interactivity age, background, interests, educational level level of experience in an online learning environment How will students apply what they learn? Are there groups within the group (sub-groups?) Orienting Context What is the reason for the learning to be in the learning? Instructional Context Assignments due dates, scheduling, etc. Transfer Context How will the gained knowledge be used by the student? A strong understanding of learner characteristics yields a more productive learning environment. Analyzing the general abilities of learners will help instructors to develop supporting materials, need for variation of presentation materials, etc. Asking a few key questions of students helps the facilitator understand their needs and expectations. (Simonson, Smaldino, Albright, & Zvacek, 2009)

General abilities of the learners

Learner Characteristics

Context of learning

BP GUIDE FOR DL CONVERSION II. Essential Content 1. 2. 3. 4. What is the nature of the content? What is the proper sequencing of the content? What are the time constraints? What are the goals and objectives of the instruction?

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We should allow have a solid understanding of the content. The scope of the content for a course needs to be sufficient to ensure the learning experience will lead to the desired outcomes (Simonson, Smaldino, Albright, & Zvacek, p.131, 2009). Understanding and aligning learning activities to meet intended goals and objectives are critical components that should be kept in mind. That said, although content is a critical component, facilitators must remember to focus on the learner. III. Teaching Strategies and Media 1. 2. 3. Students-Centered or Instructor-Centered Learning Approach How do you plan to engage the learner? What media should be used? (given the goals and objectives) a. Accuracy of information b. Motivational quality c. Technical quality d. Biased nature of material 4. How should information be visualized?

Among the things to consider for teaching strategies and media selection that supports learning is to first define the learning approach and or philosophical beliefs of the instructor. This often determines if a course is student-centered or instructor-centered. The next item to consider is how to engage the learner. This links back to the online learning readiness of the learner. Deciding which media best supports the overall learning objectives is also essential. While considering the media to be used you must also consider additional aspects of the media such as technical quality, ease of integration, and motivational qualities. (Simonson, Smaldino, Albright, & Zvacek, 2009) Converting or creating information that is more visual in nature is also important. You must determine what information can be enhanced to be more visual. This supports the breaking down of information into more simplified information. Legibility, copyright, color and access are all factors that should be considered when developing visual information whether it is full motion video to 3D graphics. (Simonson, Smaldino, Albright, & Zvacek, 2009)

BP GUIDE FOR DL CONVERSION IV. Learning Environment 1. Technology a. Discussions, activities, applications and projects i. Building a learning community ii. Incorporating discussions iii. Incorporating activities, applications, etc. iv. Level of facilitator lead conversation b. Synchronous vs. Asynchronous i. Is synchronous delivery required for blended learning c. Equipment operation and usage d. Is the technology transparent? e. Course layout f. Access to technology g. Terminology understanding h. Back-up plan if technology fails 2. Resources a. Access to resources b. Quality of instructional setting

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Which technologies and resources to use in order to meet the learning goals and objectives are important to plan? What level of interaction is needed and what technologies can best suit these needs are additional important. Timing of delivery will need to be determined. Technology readiness, access to technology and the use of common terminology will also need to be determined. Having a back-up plan in the event of technology failure is always a good idea. V. Teaching Online 1. Is the facilitator ready for online instruction? a. b. c. d. e. Are the materials ready? Do activities support the formation of a learning community? Is their substantial interaction among the learners? Are communication timeframes established? Is there a plan for advising students about time management and characteristics needed to succeed in an online learning environment?

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An essential component that is often overlooked is the need for facilitator training. Teaching in an online learning environment is often as foreign to the facilitator as it is to the first time online student. Several ways you can assist the facilitator is to develop a good lesson plan, reviewing the lesson plan in detail, and providing training for the facilitator. Often training for the facilitator comes in the form of the train the trainer model. This training can include training on the technology and interface to be used, helping the facilitator to understand the online learner, appropriate levels of participations in discussions and how to show learners that they care about their success. (Piskurich, 2011) VI. Evaluation Methods 1. 2. 3. 4. Formative vs. summative Technology effectiveness Student reflection What worked vs. what didnt

Evaluating and refining are deeply routed in the ADDIE model for designing instruction. The E in ADDIE is for evaluation. ( " A d d i e m o d e l l e a r n i n g , " n . d . ) As you design or convert a course to an online learning environment it is important to have tools in place that will assist you in this process. It is wise to develop evaluation tools throughout the learning process and at the end of the process. This can be done through questionnaires, focus groups, one on one interviews, etc. (Locke, Moore & Burton, 2002) VII. Applicable Theories 1. Theory of Equivalency Equivalent (not identical) learning experiences should be provided to the learner regardless of location and that the expectation should be equal regardless of location. The goal for this guide is to establish equivalent learning in an online atmosphere. 2. Theory of Interaction and Communication Holmberg This theory supports the incorporation of discussion and interaction among the learners in the learning community. Holmberg also notes that this tactic support student motivation, promotes learning pleasure and makes the study relevant to each individual. 3. Theory of Independent Study This theory states that the learning should be able to occur any place-any time, places greater responsibility on the student, offers learner-flexibility, and permits learners to go at their own pace. (Simonson, Smaldino, Albright, & Zvacek, 2009)

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This outline has six main components and one theory section. Please use this best practices guide as you work through the creation of online learning. Be careful to further delve into the point of interest and add to the guide as needed. References
Addie model learning theories. (n.d.). Retrieved from http://www.learningtheories.com/addie-model.html Lockee, B, Moore, M, & Burton, J. (2002). Measuring success: evaluation strategies for distance education. Educause Quaterly, 1(1), 20-26. Piskurich, G, & Chauser, J. (Producer). (2011). Faciltating online learning. [Web]. Retrieved from http:sylvan.live.ecollege.com Simonson, M, Smaldino, S, Albright, M, & Zvacek, S. (2009). Teaching and learning at a distance: foundations of distance education. Boston, MA: Pearson.