Converting to a Distance Learning Format

Converting a traditionally Face-to-Face (F2F) course to a blended or hybrid course can be a daunting task.  One of the many features of blended courses is the opportunity to utilize technology tools that add to the learning experiences of your students while still maintaining a F2F environment.  This week, we were asked to aid a hypothetical training manager who wished to move his F2F course to a blended format to improve the communications among the learners.  The trainer also wants to move the course resources online so that learners may greater access to materials.

Questions to consider:

1.     What are some of the pre-planning strategies the trainer needs to consider before converting his program?

2.     What aspects of his original training program could be enhanced in the distance learning format?

3.     How will his role, as trainer, change in a distance learning environment?

4.     What steps should the trainer take to encourage the trainees to communicate online?

Pre-Planning Strategies

My initial conversations with the instructor will guide the rest of the development of the hybrid transformation.  Gathering information about his course, his goals for using a hybrid environment, and information about his students will be invaluable for the course development.  A learner analysis will help determine the students' skills and readiness in using technology as a learning vehicle.  An analysis of the instructor's goals for the course can help define how the hybrid elements will incorporated into the course. It will be very important for the instructor to establish for the students an organized course, expectations, and student responsibilities (Simonson, Smaldino, Albright, & Zvacek, 2012).

F2F Hybrid Best Practices Guide

Distance Learning Format Enhancements

Discussion forums, wikis, and other tools provided by course management systems can help organize and track student progress during a course.  The trainer will need to decide which type of website will best meet his needs for the course and which tools will be added to the course for student use.  Specific guidelines and rubrics would need to be developed, and included, to provide students with the desired expectations for the online participation.  In this scenario, the instructor would like to enhance the students' communications.  Discussion boards for each module or topic could be included as assignment, with a rubric that describes appropriate online etiquette, quality of posts, and meeting the requirements of the initial question or scenario.  The instructor should carefully consider several things when designing the discussion board aspect of the course.  Careful attention to details concerning the initial set up, participation, structure of questions, moderation of the forum, and evaluations can provide for a more engaging and informative discussion (Wade, Bentley, & Waters, 2006).

From Trainer to Facilitator

As a traditional F2F instructor, he is probably used to fulfilling the role as the provider of content and 'sage on the stage'.  As the students communicate more with each other and with the content, the instructor's role will need to shift from being the center of attention to that of a facilitator who coaches the students along in their own learning.   The instructor will need to adjust his interaction with students and find "a balance between structure and creativity" that provides enough support to students, but still allows them to think creatively and critically about the content (Wade, Bentley, & Waters, 2006, p. 3).

Encouragement to Learners

As a facilitator in a blended learning environment, he will need to monitor the discussion boards.  He can offer encouragement to students by commenting on their initial posts, asking questions about their thoughts, and providing additional resources that relate the students' post to the course content (such as an article about the course content and the student's career field). It is important for the facilitator to be 'present' and adding pertinent feedback to the discussion forums and not abandon the discussions to the students' own devices.  Instructors need to monitor and support student engagement  in the online environment (Piskurich, n.d.).

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The following table is a short checklist of items the instructor should consider when converting his course to include the online environment.

	Where will the online course be hosted? Will a CMS be used?
	Is the instructor familiar with all of the technology tools and course components in the online environment?
	Will student help guides be available for those not familiar with the online environment and technology tools?
	How will the course components be organized? Will the topics and modules follow those in the face-to-face environment?
	How often will students be required to engage in the online environment?
	How will the discussion posts be evaluated?
	Provide contact information for the instructor and technical support.

Resources

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

Piskurich, G. (n.d.). Facilitating online learning. [Study video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=7309287&ClientNodeID=984650&coursenav=1&bhcp=1.

Wade, D. A., Bentley, J. P. H., Waters, S. H. (2006). Twenty guidelines for successful threaded discussions: A learning environment approach. Distance Learning, 3(3), p. 1-8.