A GUIDE FOR CONVERTING TO BLENDED LEARNING
This
guide includes best practices for converting a face-to-face training 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 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 his training materials on a server so that the trainees always have
access to resources and assignments.
The following questions that will be considered when creating a best practice guide for the trainer are:
- What are some of the pre-planning strategies the trainer needs to consider before converting his program?
- What aspects of his original training program could be enhanced in the distance learning format?
- How will his role as trainer, change in a distance learning environment?
- What steps should the trainer take to encourage the trainees to communicate online?
Blended
learning takes place when students learn part online, with some element of
student control over the time, place, path, and/or pace of their learning,
while also enjoying the benefits that come with education at a physical school.
When planning to teach on the web, essential considerations need to be
addressed. One consideration is that content and materials are ready to go.
Simonson et al. (2019) advise instructors that’s planning an online course for
the first time to start months in advance to ensure that materials are prepared
in a timely fashion.
What
are some of the pre-planning strategies the trainer needs to consider before
converting his program?
A quality online training course needs
to be well thought out and planned. For this blended course to be successful, the
training manager must first evaluate and address the problems that occurred during
the face-to-face training and develop a solution so that such problems will not
occur during the blended sessions. After evaluating, the trainer needs to
consider elements such as the content, the nature of the learner, the process
by which the learning will take place, and the means for assessing the learning
experience (Simonson et al., 2019). Below is a brief pre-planning outline that
the trainer should focus on before converting or when designing the program.
Content:
· Specific
skills
· Learning
Objectives
· Sequence
of information
Learner:
· Cultural,
social & economic background
· Number
of students in attendance
· Student’s
characteristics/academic goals
Methodology:
· LMS
or CMS?
· Media,
Visuals, Resources
Learning
environment:
· Setting
in which learning could or will take place.
· Technology
that will be needed.
What
aspects of his original training program could be enhanced in the distance
learning format?
To
enhance communication in a blended learning course, the following strategies can
be implemented to increase academic performance:
· Instructor
should provide efficient and effective feedback
· Learning
environment should be student-centered.
· Assessments
should be given to evaluate how effective the content was.
How
will his role as trainer, change in a distance learning environment?
As
the focus of instruction and the learning environment shift, so will the role
of the trainer/instructor. The trainer may go from:
·
Lecturing to coaching: Teaching
students the material and guiding them through the learning process are two
different things. Rather than putting the focus on teaching the material, the
trainer will be more of a support to the learner as they navigate the material.
·
Acting as a content manager: The
complexity of the shift from keeping papers and physical items organized to
managing an online content system is a task that the trainer will often
complete (Caduceus Publishing, 2021).
· Community Builder: The trainer will have to create engaging discussion boards, chat features, and live lectures that can be used to create social and cognitive presence while allowing students to work together in real time.
What
steps should the trainer take to encourage the trainees to communicate online?
Simonson
et al. (2019) stated that to eliminate trial and error, the trainer should:
· Plan
activities that encourage interaction.
· Provide
opportunities for synchronous interaction.
· Create
active discussions.
· Plan
activities that allow for student group work.
This helps construct a supportive social environment.
· Be
prepared if technical problems occur. It is important for students to have alternative
means of communication (e.g., fax, phone, e-mail). Discussing with students
ahead of time alternative plans in case there is a technological problem will eliminate
confusion and loss of productive class time when a problem occurs.
Communication
in online classes needs to be frequent, intentional, and multifaceted to ensure
meaningful connections are being made and learners are obtaining accurate
knowledge of the content (Wilson, 2017).
Reference
Digital Learning,
Digital Teaching. (2021, February 26). Caduceus International Publishing. Retrieved
from https://www.cipcourses.com/what-is-the-instructors-role-in-online-learning-for-higher-education/
Simonson, M.,
Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance:
Foundations of distance education (7th ed.) Information Age Publishing.
Wilson, K. (2017,
May 30). Best practices for communicating with students in online classes. Northwestern.
Retrieved from https://dl.sps.northwestern.edu/blog/2017/05/best-practices-communicating-students-online-classes/
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