CONVERTING TO A DISTANCE LEARNING FORMAT    By: Aubrey Steedman, M.Ed.

In this scenario, a training module is being converted from a face-to-face format to a blended learning format to include online learning.  Additionally, all materials will be available online.  The purpose of this change is to promote effective communication.  In many ways, the move to an online format increases the expectations for communication and makes it more of a formal process.  In a face-to-face environment, many learners may not participate in group discussions.  However, online forums are less intimidating and participation and communication is easily tracked.  Expectations are set prior to the course and learners clearly understand requirements such as the quality and length of an initial post, as well as the number of responses, and level of interaction with other learners.

Best Practice Guide for Converting to a Blended Face-to-Face and Distance Learning Format


To ensure that learners will adjust smoothly to the new format, the trainer must consider several things as part of the pre-planning process.     First, the trainer will need to gauge learner readiness and pre-requisite skills especially as related to the technology required in the online environment.  If learners do not have the necessary skills, the trainer will need to provide scaffolding and introduce the critical applications and tools that will be used.

The original training program could be significantly enhanced by the distance learning format in many ways, but especially in ensuring effective communication.  In an online environment, “Students are able to reflect upon their ideas before sharing them with the class, leading to more reflective responses and in-depth learning” (Edutopia, 2009, p.2).  Discussion boards encourage critical thinking by asking probing questions, challenging interpretations, and posing hypothetical situations, amongst other ways (p.5).

In a distance learning environment, the trainer’s role will change from instructor to facilitator.  The online environment strongly emphasizes learner involvement.  While the face-to-face environment lends itself towards direct instruction, the online environment is highly student-centered.  As one approaches this change of venue, it is important to realize that teaching and learning in an online environment is significantly different that the traditional approach.  In online learning, expectations must be even more clear, participation from all is increasingly important, and discussion prompts must be thought-provoking to encourage learners to be highly motivated and inspired to contribute to the online forum.  Organization is highly important, since discussions are week-long and learners will need to easily retrieve learning material from the online archive, library, or document sharing section of the platform.

In order to encourage trainees to communicate effectively online, the trainer will need to set  clear expectations.  For example, each learner could be expected to respond to a specified prompt by a given day. The prompt would be accompanied by a grading rubric, which would outline what should be included in the response, length, and any other requirements.  Along with the initial posting, the trainer would need to explain how often each individual should respond to the postings of classmates and how many times they must respond in order to meet expectations.  Throughout the discussion, the trainer would encourage trainees to communicate by asking questions, suggesting resources, and sharing information in a timely manner.  By doing this, the trainer models effective communication and encourages each trainee to communicate at a deeper level.  Additionally, the trainer should establish a communication timeline, assign deadlines, define communication tasks, and take an active role within the discussions (Edutopia, 2009, p.11).  Online communications will be much easier to follow and tracking participation will be clear and measurable.

Paradigm Shift: Approach to Instruction Change


☐ Shift from teacher-centered to student-centered

☐ Shift from direct instruction to a blend of direct instruction and cooperative learning

☐ Shift from passive learning to active learning


Pre-Planning Checklist: (With the understanding that pre-planning has already been done to some extent, since this is a change in delivery format and not an entirely new course.)

☐ Set norms and netiquette expectations

☐ Assess trainee pre-requisite knowledge

☐ Ensure access to technology tools required for online modules

☐ Choose an asynchronous platform for the course such as Course Sites, Blackboard, etc.

☐ Identify goals for online and face-to-face trainings, differentiating between the two environments.

☐ Create a revised syllabus for the course

☐ Identify resources, such as videos, texts, and online materials, which will be used for the course

☐ Determine assessments to be used throughout the course, such as rubrics for discussions, etc.

☐ Prepare trainees for transition to the mixed learning model

Pre-requisite Skills of Trainees:

☐ Familiar with Word 2007 or 2010

☐ Experience using the internet and Web 2.0 resources

☐ Basic understanding of PDF (able to open PDF and save Word documents as PDF format)

☐ Email- has an email account and understands how to send and receive messages

☐ Prior use of instant messaging or blogging

Technology Requirements:

☐ Access to high-speed internet

☐ Email access

☐ Word 2007 or 2010

☐ Browsers: Google Chrome, Mozilla Firefox, and Internet Explorer

☐ 8 GB Memory (to open and save files)



References

Edutopia.  (2009). Mastering online discussion board facilitation.  Retrieved at
http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online-discussion-board-facilitation.pdf

Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source. Retrieved from http://distance.wsu.edu/facultyresources/savedfromweb/10ways.htm.

WPI Teaching with Technology Collaboratory. (2008). Ideas: encouraging class discussion. Retrieved from http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/discussion.html