Consider the following scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current 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. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
“Teaching at a distance requires planning and organizing.” (Simonson, Smaldino, Albright, & Zvacek. p. 151. 2012) The instructional environment should be viewed as a system, a relationship among all the components of that system – the instructor, the learners, the material, and the technology.” (Simonson, Smaldino, Albright, & Zvacek. p. 151. 2012) In the Planning and Designing Online Courses video with Dr. George Piskurich and instructional technologist Jacqueline Chauser, Dr. Piskurich mentions that ADDIE (synchronous & asynchronous elements) is very important and the planning process is very critical. “Correct instructional design, ……….. if the design is effective, instruction will also be effective.” (Simonson, Smaldino, Albright, & Zvacek. p. 171. 2012) Dr. Piskurich states “activities should provide ample opportunities for online learners to explore on their own.” (Laureate Education, Inc. "Planning and Designing Online Courses")
What aspects of his original training program could be enhanced in the distance learning format?
“The scope of the content for a course needs to be sufficient to ensure the entire learning experience will lead to the desired outcomes.” (Simonson, Smaldino, Albright, & Zvacek. p. 157. 2012) Also, “the instructor needs to focus on selecting instructional strategies that engage all the learners in active learning” (Simonson, Smaldino, Albright, & Zvacek. p. 157. 2012) by “de-emphasizing the “informative” part of the instruction for more “discovery” of information.” (Simonson, Smaldino, Albright, & Zvacek. p. 159. 2012) The instructor will need to incorporate media into the training program. Also, visual information will need to be created. “Visuals also help learners by simplifying information.” (Simonson, Smaldino, Albright, & Zvacek. p. 160. 2012) The use of charts and diagrams are great for understanding course content. The use of technology, equipment use and resources available to / for students available at a distance and face-to-face.
How will his role, as trainer, change in a distance learning environment?
Interactivity leading to dialogue between teachers and students can serve to reduce what Moore (1993) describes as "transactional distance." Moore used this term to describe the distance between teacher and learner not in terms of geography but the psychological distance that results from highly structured approaches to teaching that result in reduced dialogue. There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).” (Simonson, Smaldino, Albright, and Zvacek. p.45. 2012) Teachers and instructional support specialists must consider both differentiated instruction and universal design. It is "a distance in the relationship of the two partners in the educational enterprise" (p. 155). Attitude Factors apply to the distance learning setting. This pertains to classroom culture at a distance and etiquette. “It is essential to take the time to create opportunities for social interaction.” (Simonson, Smaldino, Albright, and Zvacek. p. 222. 2012) Not only do students need to have interaction among their classmates; they also need to know how to act properly online when communicating. Since there is “a more diverse population, students must become sensitive to all members of the class. It is the responsibility of the instructor to establish the protocols for communication within the course.” (Simonson, Smaldino, Albright, and Zvacek. p. 223. 2012) Not everyone has had experience with distant learning. Some may be experiencing this for the first time. There are elements for success that need to be considered. They are general ability (cognitive), prior knowledge (background), and learning styles (unique characteristics). The instructor must “become familiar with the students in the class and to address their needs as they have identified them.” (Simonson, Smaldino, Albright, and Zvacek. p. 227. 2012) Not only do the instructors have to show responsibility, but the learners must also take part in their own responsibilities. Students will need to know what is required of them and what they need to do in order for their distant learning to be a success.
What steps should the trainer take to encourage the trainees to communicate online?
Communication, attendance and class participation go hand-in-hand in distance learning. Instructors and students need to have an open line of communication. The instructors must stay on top the students / learners with communication. The student / learner must also keep contact with their instructors. Everyone must fully participate 100% in order for distance learning to work and be effective. There is “the provision for two-way communication (dialog) and the extent to which a program is responsive to the needs of the individual learner (structure).” (Simonson, Smaldino, Albright, and Zvacek. p.45. 2012) Establishing a sense of classroom community in distance learning is both essential and challenging. Classrooms, in any form, are places organized to promote learning among a community of people whose learning goals are similar (Palmer, 1998). These places are deliberately created and can be either very lonely or very social and interactive. In distance learning, a learning community is created when teachers and students come together in an environment in which everyone is actively involved in a collective effort of understanding through which to expand both the collective and the individual knowledge and skills. Community-centered learning environments recognize the social aspects of learning and that interaction is critical to the learning process. Community-centered learning environments also integrate students’ experiences with new information, set theory in practice and build both social and content area skills (Hanna, 2000). Attendance and class participation are also essential for distance learning. Just like a traditional class, one must be present and participate. Interaction in distance learning can be designed to increase participation, develop communication, receive feedback, enhance retention, increase motivation, negotiate understanding and support team-building.
References:
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.) Boston, MA: Pearson.
Laureate Education, Inc. (Producer). (n.d.) "Planning and Designing Online Courses". [Video Webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467850_1%26url%3D
Hanna, D. (2000) Approaches to learning in collegiate classrooms. Higher Education in an era of digital competitions: Choice and challenges, Hanna. D. ed. Maidson, WI: Atwood Publishing.
Palmer, P. (1998) The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical Principles of Distance Education. New York: Routledge.
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