Converting
to a Distance Learning Format
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?
When converting a traditional classroom to a distance education
course, several elements will need to be considered while in the pre-planning
stages. First in the preplanning the trainer should check the server to insure
there is enough space and enough bandwidth to insure smooth flowing content is
presented. Next, there are several types of learning that can be used in a
distance education course: synchronous, asynchronous, and blended, in this case
we will be using blended e-learning environments in this situation (Simonson et
al, 2012). It is important to consider the audience and their characteristics
and any type of learning limitations. Next in preplanning it is important to
understand which of the delivery options that the instructor will want use and
which learning content the instructor wants to be delivered face to face verses
training materials that will need to be uploaded to the server. The trainer
will need to preplan the time line to insure completion. Next the trainer will
need to create systematic objectives in order to meet the trainer’s completion
goal.
·
What aspects of his original training program could be enhanced in
the distance-learning format?
The aspects of the original training program could be enhanced by
the distance-learning format through the use of interaction in the form of an
asynchronous discussion forum on the content assigned by the trainer, students
could respond to the discussion. Then the trainer could continue the discussion
in class using synchronous discussion, as the students will then have prior
knowledge of the content and this could create a greater quality of content
discussion the trainer is wanting (Simonson et al, 2012).
·
How will his role, as trainer, change in a distance learning
environment?
The role of the trainer will change in a blended e-learning, first
the cost of replication of all of the training materials, once developed the
trainer can reach many more employees and create a faster and more efficient
training program that employees can begin using immediately, thus reducing the
overhead cost of employ training programs. The trainer will also be able to
create trainings geared towards is department of the business.
·
What steps should the trainer take to encourage the trainees to
communicate online?
The trainer should encourage communication through a learner- centered
environment that promotes collaborative activities by designing pre-determined
discussion threads requiring a set determined number of student posts that is
graded by rubrics. This threaded discussion is one of the most powerful techniques used in
distance education (Simonson et al, 2012).” Also through the
discussions the trainer could use difference interfaces that compliment the
“desktops” with the use of augmented realities, virtual realities with the use
of avatars (Dede, 2005).
Resources
Culatta, Richard. (2013)
Instructional design.ADDIE. Retreived from
http://www.instructionaldesign.org/models/addie.html
Dede, C. (2005). Planning for neomillennial
learning styles. Educause Quarterly, 28(2), 7-12.
Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA:
Pearson
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