A blended learning combines faceto-face classroom learning with computer- mediated activities to form an integrated instructional approach (www.psu.

edu, 2009)

Ama Armah EDUC 6135

Best practices for converting from traditional to a distance learning format. This paper addresses the scenario of a training manager whom is frustrated at the quality of communication among trainees in his face-to-face training sessions. The manager has the permission of his supervisor to meet me to take away best practices for his upcoming implementation. When contemplating the conversion of a course in this case from a traditional face-to-face setting to a blended format which will include face-to-face and online training the first question to answer according to Dr. Piskurich would be whether or not it is feasible and economical considering any constraints. If the answer is yes, then it is off to the planning phase and according to Simonson & Zvacek planning for distance learning, whether synchronous or asynchronous, entails more emphasis to be placed on the initial phase (Simonson & Zvacek, 2009 pg 125).

The Learner The focus must be kept on the learner audience. Knowing the (social, highest level of education, work experience, age, etc.) demographics of your learner audience will allow you tailor your instruction so that it reaches each learner and raise the bar on their existing level. In order to do this we must have an effectively developed course and appropriate to engagement and education of the learner audience. An emphasis must be placed to ensure the minimization of distance in either setting, be it intellectual or other. The recommendation would be in the above setting to ensure the discussion and /or participation will be followed up in class when the

trainer and trainees meet for the face-to-face. The difference between actual and virtual can be blurred by the presence of quality interaction (Simonson & Zvacek, 2009. Page 36).

Cognitive Social

Learning

Pre planning should also include the selection of the proper theory or blend of theories. Lack of accepted theory has weakened distance education: there has been a lack of identity, a sense of belonging to the periphery and the lack of touchstone against which decisions on methods, on media, on financing, on student support, when they have to be made can be made with confidence (Simonson & Zvacek, 2009pg. 41). The level of interaction should be identified and then expressed to the learner early in the course, along with, any contingencies for potential barriers like equipment requirements, failures and/ or learner and instructor ability.

During the development phase would incorporate certain aspects of the trainers existing. The critical job of the educator, especially the designer of distance education materials, is to be only

realistic as needed in order for learning to effectively occur (Simonson & Zvacek, 2009pg 93). Considering the poor communication the trainer is experiencing there is the need to address the why before expecting the format of delivery to cure any issue that may be caused by poorly developed course objectives. Determine the quality of the course and check with your facilitys accrediting requirements or guidelines and subject matter experts, in addition to, beta testing and learners feedback. During implementation the role of the trainer will change in regards to pace and level of interaction because this blended model will now require more interaction outside of the classroom and assessing the students participation. Special attention will be placed with facilitation and effective communication. Just as the instructor must take responsibility for learning about students, learners in the distance education classroom must assume ownership in their learning experiences (Simonson & Zvacek, 2009 pg. 170). Identifying what is expected of the learner early on will set the standard and having a rubric for which learners can identify exemplary levels of participation will let them know in both settings how to achieve high grades. In addition to the rubric, the instructor can provide additional resources to help students with course technologies, college level writing, and navigation. One challenge for this trainer would be to ensure he does not try to manage this course exactly as he has the traditional course and that he will also evaluate the course for its effectiveness to ensure the objectives match the characteristics of good assessment. Facilitators have to continuously evaluate the effectiveness of their courses and make changes wherever and whenever necessary keeping focus on the learner audience and course objectives.

Click the link below to view this YouTube video

http://youtu.be/EIu8e3I67HQ

Characteristics to Useful Assessments (Simonson & Zvacek, 2009) Are the course objectives, activities and assessment measures: Aligned Valid Reliable Does it produce learning Elicit student discovery and construction of knowledge Learning is centered and controlled Faculty and students work in terms with each other

The Journal of Online Teaching list several principles for distant educators: Principle 1: Encouraging staff-student contact Principle 2: Encouraging cooperation among students Principle 3: Encouraging active learning Principle 4: Giving prompt feedback Principle 5: Increasing times on task Principle 6: Communicating high expectations Principle 7: Respecting diverse talents and ways of learning Principle 8: Personal Best Practices

References: Grant, R., M. and Thorton, R., H. (2007) The Journal Online Learning and Teaching. Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery retrieved on August 12, 2011 from http://jolt.merlot.org/vol3no4/grant.htm Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. Boston MA. Pearson/Ally & Bacon