Melissa Neely Walden University EIDT 6135 Distance Learning Dr.

Ronald Paige October 20, 2013

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Considerations when Converting to a Blended Format

Table of Contents

Section Converting to a Blended Learning Format Pre-planning Strategies Enhancements of the Original Training Program Role of the Trainer in a Distance Education Setting Communication Online Checklist for Converting to a Blended Environment References

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Converting to a Blended Learning Format

Simonson, Smaldino, Albright, and Zvacek (2011) report that according to the literature, distance education works. If you are a training manager frustrated with the communication occurring among trainees in face-to-face sessions, why not consider changing the instruction format? Blended courses combine distance learning and face-to-face content delivery with 30% to 79% of the content delivered online (Simonson et al., 2011). Considering the principles of andragogy, adult learners are independent and can direct their own learning (Conlan, Gabowski, and Smith, 2003). With adults busy and pressured by work and personal demands, the flexibility of offering a portion of the training online could benefit the employees. Learners would be free to access the resources and assignments when it best suits their schedule. All of these considerations would be part of the delivery analysis completed to determine the appropriateness of a blended format given the training course constraints (Laureate Education, n.d.).

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Pre-planning Strategies

When planning a course conversion from a traditional face-to-face learning environment to a blended approach, there are important differences to examine. First, as more courses have been converted to an online or blended environment, the term shovelware has evolved (Simonson et al., 2011). The training course should not just be shoveled onto the internet as it stands without considering the needs of the learner and the learning environment. The equivalency theory suggests that the learning experiences do not and should not be identical, but rather equivalent, with the expectation that the learning outcomes are equivalent and the learners are achieving the course objectives (Simonson et al., 2011). Also, just like any kind of teaching, teaching at a distance requires planning and organization (Simonson et al., 2011). During the planning phase the learning environment should be viewed as a system with the components being the relationship between instructor, students, material, and the technology (Simonson et al., 2011). The training manager, if not an instructional designer himself, should consult with an ID professional throughout the planning and design process. Instructional designers have researched-based training that guides them in creating efficient and effective instruction. In these discussions (assuming the analysis of a blended environment and the learners is complete) they will begin to map out the course and contemplate the course management system options (Laureate Education, n.d.).

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Enhancements of the Original Training Program

As mentioned, a face-to-face training should not just be dumped onto the internet, the learning activities will need to be examined and possibly retooled (Simonson et al., 2011). Cercone (2008) maps out some recommendations for online course development that take into account the characteristics of adult learners. Adult learners need to be actively involved in the learning process. o Create instructional activities that allow for interaction or even manipulation of objects on the screen o Use group projects, case studies, or role-playing o Allow for learner choice (choice of topics, ability to skip a section if they know the topic) Adult learning requires a climate that is collaborative, respectful, mutual, and informal. o Learners should be allowed to voice their opinions in a safe and comfortable environment. o Wedemeyers theory of independent study suggests that another key to distance education is the development of the relationship between the learners and trainer (Simonson et al., 2011). The blended course will need to offer one or more options for a discussion forum to help connect learners to each other and to the trainer. Holden and Westfall (2010) suggest that collaborative tools such as wikis, blogs, and discussion boards can support active learning and knowledge construction through peer -to-peer interaction. Dr. Piskurich states that activities and applications are the heart of an online course and while the content is critical, the activities are what make the content come alive (Laureate Education, n.d.). Create learning activities that engage the learners. Dr. Piskurich further suggests that PowerPoint be used sparingly as a means of instruction as it tends to be an unengaging method of content delivery (Laureate Education, n.d.).

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Role of the Trainer in a Distance Education Setting

When planning the conversion of a course from a traditional face-to-face training session to a blended course, the role of the trainer will change and expand. In addition to leading the face-to-face training session, the training manager will now be the online facilitator or will need to train someone to be the facilitator. Dr. Ana Donaldson cautions that it doesnt matter how effective our instruction is, nor does it matter the tools or resources used; if we are not meeting our learners where they are at, we are not meeting their needs (Laureate Education, n.d.). One important role of the trainer is to understand the needs of the learners. As the training manager considers converting the training to a blended learning environment, he needs to consider the learners comfort with technology required to participate in the training. As an employee with the company, the training manager should be able to anticipate any issues with new technology and plan accordingly (Simonson et al., 2011). Another consideration for the trainer is to consider how the online orientation will be handled. Will there be a face-to-face training session or will an online orientation be created? Dr. Piskurich in his video podcast Facilitate Online Learning underscores the importance of facilitators keeping in constant contact with learners by watching the discussion board, participating in discussions, and by sending emails out to students (Laureate Education, n.d.).

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Communication Online

The main reason the training manager is considering the change to a blended format is because he is frustrated with the quality of the communication among employees in the current setting. Even though a portion of the training program will remain face-to-face, the training manager will need to decide how to implement online communication. The scenario does not give us information about the company, but we could assume that it is a large corporation, possibly with different shifts. We could also assume that many of the employees do not know each other well. Employees may interact online with other employees that they will not train with in the face-to-face sessions. To build a sense of community and connectedness, an online discussion forum could be created similar to Waldens student lounge where employees have a place to introduce themselves and to ask questions and seek support from each other. Palloff and Pratt (2007) warn that the potential for success in an online learning environment may be limited if a community of learners is not established (Simonson et al., 2011). A more formal discussion forum may also be used to share learning. The training manager may have assigned readings or learning activities. Discussion topics could be connected to these assignments where employees respond to the topic and to each others responses. This gives the training manager an opportunity to assess understanding of the material as well as assessing the communication. The training manager could also set up collaborative learning groups within which employees will communicate. Adult learning theory suggests that adults bring with them a wealth of prior knowledge that is a rich resource for learning (Cercone, 2008). Fidishun (2000) goes further to state that adults want to use what they know and want to be acknowledged for having that knowledge (Cercone, 2008). Utilizing a discussion form will allow learners to connect prior knowledge to

new learning as well as to learn from others. There are a variety of forums that the training manager could use to accomplish the goal of improved communication. Discussions could take place in a more formal forum like Waldens Blackboard forum or the training manager may use VoiceThread where trainees will record their responses verbally. Another option would be to create a Facebook page where trainees could respond. Or, a combination of these could be used to engage and motivate trainees to communicate.

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Checklist Complete a delivery analysis to determine the appropriateness of a blended format given the training course constraints (Laureate Education, n.d.). Consider the needs of the learner and the learning environment when designing the blended course. Consider the characteristics and needs of adult learners Consider the equivalency theory when designing training course activities. Learning experiences do not to the ones utilized in the face-to-face classroom, but the expectation is that the learning outcomes are equivalent (Simonson et al., 2011). View the blended learning environment as a system with the components being the relationship between instructor, students, material, and the technology (Simonson et al., 2011). Consider consulting with an instructional designer to assist throughout the planning and design process. As the blended course is being developed, decide what type of orientation will be designed to familiarize the learners with their new learning environment. Learning activities to be used online instead of in the face-to-face sessions may need to be examined and possibly retooled (Simonson et al., 2011). Learning activities are the heart of an online course; make them engaging (Laureate Education, n.d.). Consider the role of the trainer as it expands from only face-to-face sessions to include facilitation of an online learning environment. Keep in contact with learners through the discussion board and via email. Examine the technology needs of learners to access and utilize the online environment Acknowledge the background knowledge of your learners and help them connect this to new learning

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References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159. Conlan, J., Gabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retreived from http://projects.coes.uga.edu/epltt/ Holden, J. and Westfall, P., (2011). An instructional media selection guide for distance learning: implications for blended learning featuring an introduction to virtual worlds. For the United States Distance Learning Association (2nd ed.). Retrieved from http://www.usdla.org/assets/pdf_files/AIMSGDL%202nd%20Ed._styled_010311.pdf Laureate Education, Inc. (Producer). (n.d.). Delivery analysis. [Video Podcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweba pps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26 url%3D Laureate Education, Inc. (Producer). (n.d.). Developing online courses [Video Podcast with George Piskurich]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fweba pps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467554_1%26 url%3D Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2011). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

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