Converting to a Distance Learning Format Guide

Jessica Moushey

Pre-planning strategies

Avoid dumping a Face to Face Course onto the web (Simonson et al, 2012, pg 134).

If the training is required, students must be given detailed information to guide and keep them on track (Simonson et al, 2012, pg 134)

Develop the planned coursework for students, and decide how the classes would be implemented (Mathur & Oliver, 2007, pg 2).

Resources and materials need to be prepared and made available (Mathur & Oliver, 2007, pg 2).

Analyzing particular problems that these learners might face especially in regards to accessing technology is an essential piece to developing these blended learning programs (Mathur & Oliver, 2007, pg 7).

Enhancements

Adults are more Training self-directed and materials and have specific activities are Capability to vary reasons for taking available through the presentation a training course, the Web of materials to they may decide (Simonson et al, match different to do it in a 2012, pg 125). learning styles different order Online materials, (Simonson et al, than the facilitator once developed, 2012, pg 155). would present the are easy to information update typically (Simonson et al,

By designing effective entrylevel tests an pretests, workforce training becomes more efficient and reduces time spent by employees in activities that are either too

(Simonson et al., 2012, pg 136)

2012, pg 125).

advanced or an unnecessary review of previously learned material (Simonson et al., 2012, pg 264).

Role

The role of the trainer will transition to a more student centered instructional approaches with less of a lecture based format (Simonson et al., 2012, pg 197) .

Unlike a face-toface course where it is likely that you will only be in contact with your learners in and around class time, in a blended course learners are working regularly according to their own timetable and it is good practice to provide feedback and support them by offering regular online surgeries in addition to your face-to-face input sessions (University of

Cambridge, 2010, pg 6).

Encouraging Communication

No one person has all the skills to develop and deliver a distance learning course; Group work is a therefore, subject common and an matter experts, excellent way for instructional students who are designers, and working in media specialists isolated location are essential on to be connected every team with other in their (Simonson et al., class (Simonson 2012, pg 172). Use et al., 2012, pg these people to 230). Group work help in different could be areas. incorporated into i.e. Subject area the training experts within module. your company can be of assistance when teaching/designing specific areas.

A discussion forum could be used to troubleshoot a problem (as a group) that has been addressed through this particular training module.

Mathur, R., & Oliver, L. (2007). Developing an international distance education program: A blended learning approach. Online Journal of Distance Learning Administration, X(IV), Retrieved from http://www.westga.edu/~distance/ojdla/winter104/mathur104.html Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. University of Cambridge. (n.d.). Blended learning faqs. Retrieved from https://www.teachers.cambridgeesol.org/ts/digitalAssets/116069_Blended_Learning_FAQs_Nov10.pdf