Converting to a Distance Format

Converting to a Distance Learning Format David Miller Walden University

Rosemary Dawson, PhD. EDUC 6125-2 Distance Learning December 18, 2012

Converting to a Distance Format Converting to a Distance Learning Format What are some of the pre-planning strategies the trainer needs to consider before converting his program? The ADDIE model is a versatile instructional design model that the instructor can apply to this project. It employs a systematic, step-by-step framework to ensure that course conversion and development occurs in a structured manner (Kruse, n.d.). Analysis, the first phase in the process is where determination is made with regards to learner needs, knowledge and skills gap (Reigeluth & Donaldson, n.d.). This also involves deciding how learning will be measured, the tasks and behaviors that are pertinent to the learning, and establishing learning outcomes that will be used as the criteria for student success. The trainer has to consider and remember the user capabilities and needs early in the planning and implementation of the course (Simonson, Smaldino, Albright, & Zvacek, 2012). In relation to this blended course, culture beliefs and values should be

thoroughly investigated, in order to use learning objects in a way to reinforce self-concept and motivation , and critical in developing an instructional strategy that uses learning objects (Nash, 2005). A very important factor of distance education is the figure out use of technology to deliver instruction (Fendel, n.d.). In order to keep the distance learner motivated, it is important that that the learner is comfortably using the technology required for the instruction. Orientations should detail how the course will be conducted,

Converting to a Distance Format as well as the various media that will be used. Instructors have to determine the platform or learning management system that should be used. What aspects of his original training program could be enhanced in the distance learning format? Putting the course online provides students with the flexibility to access course material and complete assignments, without the time constraints of class attendance. The instructor can also benefit by having potentially greater contact with students who are not as typically communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). Distance learning students have been shown to demonstrate more positive attitudes and higher levels of performance when experiencing increased interaction. Online instruction provides opportunities in which students can build interactive relationships among themselves and the instructor, while bridging the physical and psychological gap that commonly occurs in online courses. It is also beneficial for the instructor to ensure that the technology used is appropriate for the instructional tasks, and that timely feedback is provided to students. How will his role, as trainer, change in a distance learning environment? Trainers in a distance environment will take on a role as facilitator. The facilitator role has many hats, such as instructor, social director, program manager, and technical assistant (Hootstein, 2002).

Hats of a trainer (as a facilitator) Instructor Social Program director manager Technical assistant Moderator

Converting to a Distance Format All of these tasks are required to guide and direct learning. The trainer has to be available to help learners manage their time and avoid information overload. This is because some learners are not accustomed to the increased independence and array of academic responsibilities that distance learning requires. Facilitators are also expected to demonstrate leadership, by defining anticipated learner behaviors through guidelines,

protocols, and netiquette. It is critical that the trainer, as a facilitator, provides feedback in terms of personal response to learner contributions and questions. Doing this provides learners with needed guidance about how they might improve their performance. Feedback is critical in distance learning as opposed to traditional classrooms because learners may feel isolated and detached due to a lack of environmental and nonverbal signals. Constructive and extensive feedback can occur through email messages, discussion posts and telephone communication if needed. What steps should the trainer take to encourage the trainees to communicate online? Online learning has to be effectively presented to learners of every level to accommodate different types of learners while adequately addressing their learning needs (Durrington, Berryhill, & Swafford, 2006). Because online learning is largely selfdirected, the trainer should engage learners in decisions about their learning including the ability to communicate and collaborate with unfamiliar colleagues and peers. One strategy for fostering student interactivity and communication is problem- based learning (PBL), which is learner-centered approach in which small groups are presented with a scenario based on real world problems. Each group is assigned to develop informed solutions to the problem. In order to acquaint students with PBL, it is important to train

Converting to a Distance Format them with materials introducing the PBL process. It is also important to give group

members a chance to interact, and build relationships with one another. Finally, providing students with the opportunity to take part in a PBL scenario helps them develop strategies for supporting one another and sharing responsibilities for problem-solving in future scenarios. One common way of communicating problem-based learning is through discussion boards, or threaded discussions. Discussion boards can be used by the trainer to post questions and discuss responses pertaining to the topic, along with readings, audio, and video clips. (Simonson et al., 2012). Discussions can be facilitated using online learning tools such as Blackboard and WebCT. Students would then have the ability to post comments and/or questions on the discussion board, and it serves as another good assessment tool of student performance and knowledge. Threaded discussions can create an open, supportive, and respectful online environment, and provides a context similar to the question/answer sessions that usually occur in a face-toface setting (Durrington et al., 2006).

Converting to a Distance Format References Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190193. Retrieved December 10, 2012 from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_stud ent_interactivity_in_an_online_environment/ Fendel, B. (n.d.). Instructor Strategies for Motivating Students in Distance Education. Retrieved November 19, 2012 from http://itec.sfsu.edu/wp/860wp/F06_860_fendel_motivating_students.pdf Hootstein, E. (2002). Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators. Retrieved December 11, 2012 from http://www.astd.org/Publications/Newsletters/Learning-Circuits/LearningCircuits-Archives/2002/Wearing-Four-Pairs-of-Shoes Instructional Design Expert.com (2010). The ADDIE Model [Photograph]. Retrieved December 17, 2012 from http://www.instructionaldesignexpert.com/addie.html Kruse, Kevin (n.d.). Introduction to Instructional Design and the ADDIE Model. Retrieved November 28, 2012 from http://www.transformativedesigns.com/id_systems.html Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137143. Reigeluth, C. & Donaldson, A. (n.d.). Instructional design: A new paradigm. Retrieved

Converting to a Distance Format November 28, 2012 from http://mym.cdn.laureatemedia.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.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. Smith Nash, S. (2005). Learning objects, learning object repositories, and learning theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved December 17, 2012 from http://www.ijello.or g/Volume1/v1p217-228Nash.pdf