Distance Education, Converting to a Distance Learning Format

Consider the case of a training manager frustrated with the quality of communication among trainees during face-to-face training sessions. A possible solution may be to convert current training modules to a blended learning format that would add a new dimension to the learning process by introducing an online or distance learning experience for all concerned. Making training materials available on a server will provide trainees with access to resources and assignments at all times. Blending face-to-face instructional settings with distance education resources may improve interaction between trainees and trainers.

Converting face-to-face training modules to a blended learning format by adding online resources requires consideration of several factors. These factors include pre-planning strategies, recognizing aspects of original training program that may be enhanced in a distance learning environment, necessary changes to the role of the trainer, and steps to encourage trainees to communicate online.

Technical considerations such as availability of computer and internet, learner computer and internet literacy, and learner preparedness for success in a distance learning environment. Preparing for the possibility that technical problems may occur is another pre-planning consideration. Students should have assignments and projects that are not dependent on technologies for their completion. With transferring aspects of the original training program to an online setting, Simonson suggests that “courses previously taught in traditional classroom may need to be retooled” and that instructors should avoid “dumping” the course materials onto the online course. He recommends that classroom materials be revised with illustrations that provide a visual representation of key concepts (Simonson, Smaldino, Albright, & Svacek, 2009).

The role of the trainer is another significant change to be considered when adopting online formats of instruction. Distance learning shifts the teacher-centered approach to a learner-centered format. This means that the instructor must shift his/her instructional methods from lecturing to coaching because students will change from passive to active learners involved in collaboration with one another as well as the instructor. Therefore, consideration must also be given to interactions that encourage trainees to communicate online.

Ref:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson