Converting to a Distance Learning Format
Sometimes there may be the need to convert a face- to face course or some parts of it for delivery as a distance learning course. This may be due to changes in timings, the need for use of better technology or provision of access to more learners. This scenario is most common in corporate training environments where workers are required to combine training with their jobs.
For example, in a course application scenario taken from the Walden University Distance Learning course, a training manager who is dissatisfied with the quality of communication among trainees in his face-to-face training sessions chooses to convert all the current training modules to blended learning format. This he hopes will provide the trainees the opportunity to interact with each other and learn the material in both a face-to-face and online environment. He also considers putting his training materials on a server so that the trainees can have access to resources and assignments at all times.
Retooling a face-to-face course for online delivery requires a systematic and thoughtful approach which has some implications that need to be carefully considered. These include the changing role of the instructor, implications for teacher preparation, use of technology and effective communication. The following paragraphs outline some of the key considerations, tips and best practice guide for the trainer in converting to a distance learning format.
Designing a course for distance learning requires a systematic and thoughtful approach because simply taking a face –to- face course and converting it into an online one may not only be difficult to deliver to achieve specified learning objectives but may be entirely unsuccessful.
Like in all instructional design processes, some essential pre-planning strategies need to be adopted when retooling a face- to-face course for online delivery. Firstly, the trainer/instructor must be conscious of the transformation he/she will undergo from his/her role as a primary source of information and knowledge to that of a facilitator of learning. “This is often referred to as ‘Guide on the Side instead of ‘Sage on the Stage teaching” Springfield (2011 p.5). The implications of this transformation are as follows:
• The trainer may require additional training on how to use available tools and technology
• The trainer may “need to be trained in online pedagogy; particularly how to communicate content without the use of contextual cues” Wikipedia (2011)
• The trainer needs to enhance his/her communication skills.
Therefore, when converting a face-to-face course into an online course, some key questions and issues should be considered when planning. These include knowing the learners, their technological capabilities, learning styles and the appropriate technology to use. There may also be the need for an online orientation for the learners.
The following ideas could form some of the most important tips and best practice guide for a trainer when converting a face-to-face for online delivery.
Know the learners: First, it is important for the designer to have a clear knowledge of the learners’ background, technological levels, entry behaviors and even cultural background. A good knowledge of the learners will help the trainer in determining the course objectives, the technology to apply and how to cater for the learners’ varied learning styles. Simonson, Smaldino, Albright & Zvacek (2009) allude to the fact that taking time to learn about the learners in the class yields a more productive learning environment and that knowledge of general learner characteristics can inform the instructor of the nature of the students at origination and distance sites.
Determine the course objectives: During the pre-planning stage, is important for the trainer to decide what is appropriate for the group of students and for the individuals within the group. Zhu, Payette & DeZure (2003) posit that “instructors need to define their course goals and outcomes when designing an online course, just as they do when designing a face to face course. The course goals will then determine the choice of technology tools, which influence the format of the online activities and assessment techniques” (p.1).
Encourage trainees to communicate online: This is one of the most important aspects of online training that the trainer must consider when designing online training. Planning and sustaining interactivity is the backbone of any distance learning experience. The trainer in this case becomes a builder of a learning community. As a community of learners, one of the best ways for distance learners to learn is through collaboration and communication.
According to Lorenzetti (2005), “communication starts with the design of the course. Continuous communication is critical in helping students overcome the isolation they may feel as long distance learners” (p.3). This is more so for learners who have had most of their learning in a face to face environment and may be engaging in distance learning for the first time. The following are some of the key points the trainer should consider in order to facilitate learning and communication among his students;
• Be available: The trainer must always be available to respond to student questions. Prompt response to students’ questions gives them a feeling of belonging and reduces the feeling of loneliness that is prevalent in a distance learning class.
• Initiate communication: The trainer should initiate communication and give the students a clear statement of objectives, requirements and grading policy. He/she must be an active participant in order to maintain a constant presence.
• Put the burden of communication on the students: Encourage team activities that will increase participation by the students because sustained interaction is where the learning takes place in an online environment.
• All round interaction: The trainer should embed in the design a means by which students will interact with him/her, the content, with the technology and with themselves. This will help the trainees to be communicating always in one way or the other.
• Facilitate continuous discussion: The trainer should facilitate continuous discussion by intervening promptly especially when discussions are becoming weak or becoming inappropriate. The trainer should strive to always keep the discussion on course and foster student – student discussion. This level of discussion should be built into the course design as a feature of student assessment.
• Select the appropriate technology: According to Springfield (2011), “good instructional technology lets students see and experience things they could not otherwise see or experience… good instructional technology fosters active learning and speaks to multiple learning styles” (p.8). Some of the most effective technologies that will foster interaction include e-mail, threaded discussion boards, video conferencing and other collaboration software. When applied at appropriate times, students will communicate easily.
• Be innovative: The trainer should be innovative enough during the design stage to include topics that touch on students’ life experiences. Students will be more eager to participate in discussions where their personal experiences become relevant and require to be shared.
• Provide timely feedback: The trainer must endeavor to provide timely feedback to students’ questions, concerns and performance. Monitoring and providing feedback on students’ performance helps in maintaining the chain of communication between the trainer and the student.
• Be sensitive: The trainer should be sensitive to students’ privacy especially at evaluation. According to Lorenzetti, although many experts recommend taking measures to encourage communication among students, some students may not want to have their e-mail addresses published for all in the class to see. The trainer should therefore take this into consideration in order to forestall student withdrawal from discussions due to privacy issues.
References:
Lorenzetti, J.P., (2005). Lessons learned about student issues in online learning.
Distance Education Report 9 (6).
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Springfield, E. (2011). How to create an online course.
Retrieved from http://www-personal.umich.edu/-espring/edTech/
Wikipedia (2011). Blended Learning. Retrieved from: http://en.wikipedia.org/Blended-Learning/
Zhu, E., Payette, P., & DeZure, D. (2003). An introduction to teaching online.
Center for Research on Learning and Teaching, University of Michigan
CRLT Occasional Paper No 18. Retrieved from: http://www.crlt.umich.edu![]()
Sometimes there may be the need to convert a face- to face course or some parts of it for delivery as a distance learning course. This may be due to changes in timings, the need for use of better technology or provision of access to more learners. This scenario is most common in corporate training environments where workers are required to combine training with their jobs.
For example, in a course application scenario taken from the Walden University Distance Learning course, a training manager who is dissatisfied with the quality of communication among trainees in his face-to-face training sessions chooses to convert all the current training modules to blended learning format. This he hopes will provide the trainees the opportunity to interact with each other and learn the material in both a face-to-face and online environment. He also considers putting his training materials on a server so that the trainees can have access to resources and assignments at all times.
Retooling a face-to-face course for online delivery requires a systematic and thoughtful approach which has some implications that need to be carefully considered. These include the changing role of the instructor, implications for teacher preparation, use of technology and effective communication. The following paragraphs outline some of the key considerations, tips and best practice guide for the trainer in converting to a distance learning format.
Designing a course for distance learning requires a systematic and thoughtful approach because simply taking a face –to- face course and converting it into an online one may not only be difficult to deliver to achieve specified learning objectives but may be entirely unsuccessful.
Like in all instructional design processes, some essential pre-planning strategies need to be adopted when retooling a face- to-face course for online delivery. Firstly, the trainer/instructor must be conscious of the transformation he/she will undergo from his/her role as a primary source of information and knowledge to that of a facilitator of learning. “This is often referred to as ‘Guide on the Side instead of ‘Sage on the Stage teaching” Springfield (2011 p.5). The implications of this transformation are as follows:
• The trainer may require additional training on how to use available tools and technology
• The trainer may “need to be trained in online pedagogy; particularly how to communicate content without the use of contextual cues” Wikipedia (2011)
• The trainer needs to enhance his/her communication skills.
Therefore, when converting a face-to-face course into an online course, some key questions and issues should be considered when planning. These include knowing the learners, their technological capabilities, learning styles and the appropriate technology to use. There may also be the need for an online orientation for the learners.
The following ideas could form some of the most important tips and best practice guide for a trainer when converting a face-to-face for online delivery.
Know the learners: First, it is important for the designer to have a clear knowledge of the learners’ background, technological levels, entry behaviors and even cultural background. A good knowledge of the learners will help the trainer in determining the course objectives, the technology to apply and how to cater for the learners’ varied learning styles. Simonson, Smaldino, Albright & Zvacek (2009) allude to the fact that taking time to learn about the learners in the class yields a more productive learning environment and that knowledge of general learner characteristics can inform the instructor of the nature of the students at origination and distance sites.
Determine the course objectives: During the pre-planning stage, is important for the trainer to decide what is appropriate for the group of students and for the individuals within the group. Zhu, Payette & DeZure (2003) posit that “instructors need to define their course goals and outcomes when designing an online course, just as they do when designing a face to face course. The course goals will then determine the choice of technology tools, which influence the format of the online activities and assessment techniques” (p.1).
Encourage trainees to communicate online: This is one of the most important aspects of online training that the trainer must consider when designing online training. Planning and sustaining interactivity is the backbone of any distance learning experience. The trainer in this case becomes a builder of a learning community. As a community of learners, one of the best ways for distance learners to learn is through collaboration and communication.
According to Lorenzetti (2005), “communication starts with the design of the course. Continuous communication is critical in helping students overcome the isolation they may feel as long distance learners” (p.3). This is more so for learners who have had most of their learning in a face to face environment and may be engaging in distance learning for the first time. The following are some of the key points the trainer should consider in order to facilitate learning and communication among his students;
• Be available: The trainer must always be available to respond to student questions. Prompt response to students’ questions gives them a feeling of belonging and reduces the feeling of loneliness that is prevalent in a distance learning class.
• Initiate communication: The trainer should initiate communication and give the students a clear statement of objectives, requirements and grading policy. He/she must be an active participant in order to maintain a constant presence.
• Put the burden of communication on the students: Encourage team activities that will increase participation by the students because sustained interaction is where the learning takes place in an online environment.
• All round interaction: The trainer should embed in the design a means by which students will interact with him/her, the content, with the technology and with themselves. This will help the trainees to be communicating always in one way or the other.
• Facilitate continuous discussion: The trainer should facilitate continuous discussion by intervening promptly especially when discussions are becoming weak or becoming inappropriate. The trainer should strive to always keep the discussion on course and foster student – student discussion. This level of discussion should be built into the course design as a feature of student assessment.
• Select the appropriate technology: According to Springfield (2011), “good instructional technology lets students see and experience things they could not otherwise see or experience… good instructional technology fosters active learning and speaks to multiple learning styles” (p.8). Some of the most effective technologies that will foster interaction include e-mail, threaded discussion boards, video conferencing and other collaboration software. When applied at appropriate times, students will communicate easily.
• Be innovative: The trainer should be innovative enough during the design stage to include topics that touch on students’ life experiences. Students will be more eager to participate in discussions where their personal experiences become relevant and require to be shared.
• Provide timely feedback: The trainer must endeavor to provide timely feedback to students’ questions, concerns and performance. Monitoring and providing feedback on students’ performance helps in maintaining the chain of communication between the trainer and the student.
• Be sensitive: The trainer should be sensitive to students’ privacy especially at evaluation. According to Lorenzetti, although many experts recommend taking measures to encourage communication among students, some students may not want to have their e-mail addresses published for all in the class to see. The trainer should therefore take this into consideration in order to forestall student withdrawal from discussions due to privacy issues.
References:
Lorenzetti, J.P., (2005). Lessons learned about student issues in online learning.
Distance Education Report 9 (6).
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Springfield, E. (2011). How to create an online course.
Retrieved from http://www-personal.umich.edu/-espring/edTech/
Wikipedia (2011). Blended Learning. Retrieved from: http://en.wikipedia.org/Blended-Learning/
Zhu, E., Payette, P., & DeZure, D. (2003). An introduction to teaching online.
Center for Research on Learning and Teaching, University of Michigan
CRLT Occasional Paper No 18. Retrieved from: http://www.crlt.umich.edu
