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Carmen Daly Walden University EDUC 6135: Distance Learning February 24, 2013

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Application: Converting 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 supervisors 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 of his training materials on a server so that the trainees have access to resources and assignments at all times.

Pre-Planning Strategies The process of planning and organizing for a distance education course is multifaceted and must occur well in advance of the scheduled instruction(Simonson, Smaldino, Albright & Zvacek, 2012, p. 153). Before jumping into an online format for his trainees, he needs to focus on the content, the learners, the material, instructional methods, environment and the technology that is essential for everyone to learn. I believe his first step should be to analyze the general abilities of the class and their interest in distance learning. Analyzing the students cognitive abilities, allows the instructor to observe how students relate to the content of each lesson (Simonson et al, 2012, p. 155). Also, receiving feedback about their interest in a blended learning environment, will allow him determine if the blended learning style is right for his trainees. Next, the trainer needs to decide which type of online learning module he will use when facilitating the course. One method is the CMS programs instructors use to facilitate instruction. Course management systems are also commonly used for distributed learning purposes, enabling teachers of conventional face-to-face courses to provide learning resources and conduct course-related activities, such as discussions and testing, outside of normal class time (Simonson et al, 2012, p. 183). There are many different products that are promoted as course management systems that instructors can use for their online learning courses.

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Here are additional strategies that the trainer needs to consider before converting to an online program. Strategies Descriptions The instructor should communicate with students, collaborate among students, provide feedback and incorporate high expectations. Instructors need to implement online tools in order to engage learners and enhance their learning. Some tools that the trainer can incorporate are: wikis, blogs, discussion forums and podcasts. Its essential for students to participate in activities that are related to the course outcome. The activities should be engaging and also some of the activities should be collaborative. Creating projects that incorporate group work allows leaners to understand different interpretations of concepts and it also builds a strong community. Learners will run into technical problems throughout online courses, therefore the instructor should keep lines of communication open with the tech staff. Also, instructors should let learners know what their responsibilities are regarding technical difficulties (Simonson et al, 2012, p. 282).

Structuring the Instruction

Revise traditional coursework to an online format.

Learning activities should be organized around learning outcomes.

Facilitating student collaboration

Technical Difficulties

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Enhancements In an online setting, the students need to understand the nuances of the various types of resources available to them (Simonson et al , 2012, p. 228). Many students are used to interacting with other classmates and the instructor face to face, but in an online environment students need to post to discussion boards and rely on the syllabus, and review assignments that are posted on the courses website. The syllabus provides students with details on when assignments are due and how to operate certain types of equipment (Simonson et al, 2012, p. 229). There are two different methods that he should take into consideration when converting his class to an online learning class. One important component of an online learning class is incorporating interaction and cooperation among students. Synchronous class time is similar to the on-campus, face to face arrangement familiar to many students. Students can participate in an audio conference or a web based video conference. This allows students to interact with each other at the same time (Simonson et al, 2012, p. 229). The other type of format that is essential when converting to an online program is incorporating an asynchronous environment. In an asynchronous class, students can access course material 24 hours a day at their own convenience. Students are responsible for completing his or her work regularly at times that fit into his or her schedule. How will his role, as trainer, change in a distance learning environment? Teaching in general has moved away from the more traditional approaches we have experienced in classrooms. Today they are looking for more effective learning approaches that focus on students learning and less on the delivery of the content. Well-designed courses provide students with engaging learning experiences (Simonson et al, 2012, p. 194). Oblinger (1999) viewed student centered as: 1. 2. 3. 4. 5. 6. 7. From lecturing to coaching. From taking attendance to logging on. From distribution of requirements to connected learning. From credit hours to performance standards. From competing to collaborating. From library collections to network connections. From passive to active learning.

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8. From textbooks to customized materials. What steps should the trainer take to encourage the trainees to communicate online? The trainer should incorporate a student centered environment for his trainees where his employees can collaborate with one another on concepts and material taught in the course. He should maintain open lines of communication among all of his employees to maintain a professional work environment that fosters advancement and success. He can incorporate this by participating in online discussions that are related to the course work. The trainer should respond to these discussions giving the trainee effective feedback in regards to their posts. The threaded discussion is one of the most powerful techniques used in distance education (Simonson, Smaldino, Albright, & Zvacek, 2009, p. 186). Also, if there happens to be an emergency or if a trainee needs to contact the instructor with any concerns, its essential for the trainer to give the learners his contact information. The trainee should allow post guidelines for the trainees to follow when communicating online so that they know what he expects and it is clearly outlined for them. He could also post questions that are directly relates to their posts, so that it would encourage more discussions. The questions should be direct and open ended so that the trainees can develop a deeper level of understanding.

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