Converting to a Distance Learning Format

Converting face-to-face 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. To be effective, e-learning designs must balance a stimulating, interactive environment with manageable levels of learner mental effort. In distance learning, it is more difficult to achieve because once course material and tasks have delivered to students, designers have a very limited control over student perceptions and learning process. There is often a gap between what designers expect will happen in a course, how materials are used, effectiveness of materials, and actual student opinions. Lambert, J., Kalyugas, S., & Capan, L. (2009).

It is important to think about all the elements when redesigning learning tools or when deciding to make any changes to any learning format. The ADDIE is a good starting point; including storyboard and mapping will help with ideals and making major changes before implementing the learning tool. Just like other kinds of teaching, teaching at a distance requires planning and organizing; whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase (Simonson, 2009). Schlosser and Burmeister (1999) wrote about the “best of both worlds”, where courses and programs would have varying percentages of face-to-face and distance-delivered learning experiences. Blended or hybrid approaches are probably the most widespread applicants of distance education (Daffron & Webster 2006; Epstein, 2006).

The instructional environment should be viewed as a system, a relationship among and between all the components of that system – the instructor, the learners, the materials, and the technology. Especially when planning for distance education, the instructor must make decisions that will affect all aspects of the system. (Simoson, 2009) Therefore, it is important for the designers not only to understand the sources of increased cognitive demands imposed on students in e-learning courses, but also to gauge student perceptions of tasks in e-learning environments to ensure effectiveness from both student and instructor perspectives. Lambert, J., Kalyugas, S., & Capan, L. (2009).

The instructor can keep the face-to-face elements of any training and enhance it by including the online training. This hybrid training may or may not improve the overall outcomes. It isn’t just the instructor’s job to make the distance learning work the learners must do their part as well. For successful learning to take place, it is vital to determine what works and what needs to improve. The evaluation of the ADDIE plays an important role in developing any type of learning module. Evaluation leads to revision of instruction, and revision of instructions helps secure the final outcomes of helping students learn. (Simoson, 2009)

It is essential that the trainer create a learning environment that is motivating and the learners are going to want to learn. The trainer will need to help the learners understand the context of the learning experience. When the learners have an understanding of the reasons why they are participating in a particular type of instructional activity, they are better able to use that experience to expedite their own learning. (Simoson, 2009)

Listed below are some key points to eliminate trial and error preparation, distance-learning faculty should:

• Keep in mind that courses previously taught in traditional classrooms may need to be retooled.
• In revising traditional classroom materials, consider ways to illustrate key concepts, or topics, using tables, figures, and other visual representations
• Plan activities that encourage interactivity at all the sites. Students may require training to participate actively in these types of activities.
• Plan activities that allow for student group work. This helps construct a supportive social environment. For example, the instructor could present case studies related to theories and concepts covered in the course and then groups of students, perhaps in different sites, could discuss case study questions and reach consensus on a solution to the problem.
• Be prepared in the event that technical problems occur. (Simoson, 2009)

It is also very important to know the learners and be familiar with the technology.


Reference:
Simonson, M., Smaldino, S., Albright, & M., Zvacek, A. (2009). Teaching and learning at a distance: Foundations of distance education (4th edition).

Lambert, J., Kalyugas, S., & Capan, L. (2009). Student perception cognitive load: what can they us about e-learning Web 2.0 course design E-learning (Vol. 6 No. 2)