Converting Learning Format

Converting Learning Format
What are some of the pre-planning strategies the trainer needs to consider before converting his program? The course must clearly define the online features from the face to face features of the course. Next, assessing the abilities of the participating learners technology level of comfort and ability must be determine through surveying. The available course resources trained and prepared facilitators, the location and time must be thoroughly detailed to ensure quality learning experience is produced.
“With the introduction and proliferation of instructional technologies, equivalency based on time in the classroom is of minimal relevance to learners and instructors who supplement educational opportunities through technology. (Watkins & Schlosser, 2000a, p.1)” (Picciano, and Dziuban 231). This could be the mindset of the trainer.
What aspects of his original training program could be enhanced in the distance learning format?
The original training manual books and resources could be electronically published for easy accessibility.  Discussion and engaging activities allow those that may not be vocal in a face to face setting to speak out and express opinions on any topic. “The more equivalent the learning experiences of online learners are to those of local learners, the more equivalent the outcomes of the educational experiences for all learners” (Simonson, 1995, p. 12)” (Picciano, and Dziuban 232). Striving for an equivalent experience is more manageable than trying to duplicate the currently outdated face to face format.
How will his role, as trainer, change in a distance learning environment?
The role of trainer will also entail fulfilling the duties of facilitator and designer. The trainer will likely need to carry out and ADDIE or AEIOU process too. This will inform the trainer on how much work and effort is required to successfully convert the course into a quality training option.
What steps should the trainer take to encourage the trainees to communicate online?
Exploring researched resources will allow expanding perspective and increasing intellectual knowledge about blended learning. One specific resource to study is a module by Larry Ragan entitled Best Practices in Online Teaching-Pulling It All Together- Teaching Blended Learning Courses. It along with Blended Learning Research Perspectives, as well as other resources, gives quality insight about the blended learning environment

• Change lecture sessions to online discussion meetings
• Offer interactive, online contents and computer based assessment
• Offer collaborative and applied learning situations for students

Moreover, the constant effective communication to maintain engagement and not isolate students and balancing the face to face and asynchronous or synchronous discussions must be carefully planned.
Best Practices Steps should entail:
Thorough planning and development by utilizing the ADDIE or AEIOU process
Clear Effective Communication by utilizing discussion email and chat apps.
Student focused learning will ensure course is designed with the learner in mind.
Technology balance will ensure equivalence within the blended hybrid model of learning

 

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References

Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2012). Teaching and learning at a distance; Foundations of distance education (5th ed.). Boston, MA: Pearson, Inc.

Dziuban, C., Picciano, A. G. Blended Learning  Research Perspective. Retrieved from http://elab.learningandteaching.dal.ca/dalblend2013-files/blended-learning-research-perspectives-book.pdf on 12/14/13

Ragan, Larry (2007), Best Practices in Online Teaching-Pulling It All Together- Teaching Blended Learning Courses. Retrieved from http://cnx.org/content/m15048/latest/ on 12/14/13

Piskurich, G., Facilitating online learning. [Video Production]. Laureate Education, Inc. [Producer].