Converting to Distance Learning Format

Introduction

When taking a face to face (F2F) training course and converting it to an online blended learning format, a trainer must have background knowledge to make the transition and class a success.  It is critical to provide a variety of opportunities for learners to interact with one another, especially since they may not have previous experience with online learning.  It is not easy to transition from a F2F course to online, so it is critical to evaluate and consider all factors to create an optimal online learning experience.    

The Learner

A trainer that is transitioning from F2F to online learning should have a grasp of the learner.  The difference is the trainee’s experience in online learning.  The learner could be new to computers, online learning, or have an array of experiences that makes them qualified to teach an online course.      

The Content

 “For a blended or hybrid course 30% to 79% of the course’s content is delivered online” (Simonson, Smaldino, Albright, & Zvacek, 2012, p.5).  Knowing how much content and providing a balance is vital when developing a blended or hybrid course.  A benefit for this model is to “provide individualized assistance during face to face instruction in contrast to online learning with no face to face interaction” (Diaz, V., 2010).  For trainees that are new to online learning, making the most of face-to-face interactions is critical.  The instructor must allocate time to meet the needs of those new to online learning as well as those who are seasoned in their experience. 

Teaching Strategies

Fundamentals of Teaching Online (Simonson, et al., 2012)

1  Avoid “dumping” a face-to-face course onto the web.

2. Organize the course and make the organization and requirements clear to the students.

3. Keep students informed constantly.

4. Think about course outcomes.

5. Test applications, not rote memory.

6.  Integrate the power of the web into the course.

7. Apply adult learning principles with nontraditional students.

8. Extend course readings beyond the text (or replace the text).

9. Train students to use the course website.

Learning Environment

Technology

When planning for a blended or hybrid learning environment, emphasis must be place on how, where and when will students have access to computers, internet and software as well as when and where will face to face instruction occur?  Online learning centers on a computer and the internet, so without these components transitioning from a F2F environment is not possible.  Having access to a server has benefits and drawbacks when designing an online course.  Clearly the benefit is that the learner will have access to the resources and assignments at all times.  The drawback is that the learner may not have access to the resources and assignments at all times.  With a variety of learners comes a variety of resources available outside the training environment.  Therefore, some trainees may be at an advantage over another because he/she has access to a computer and/or the internet at home.  This is a big factor to consider when designing an online training course.   

Online Communication

The trainer must model and provide good quality online communication.  Simonson, et al. (2012) found “good instructional practice principles that provide a guideline for involving students in quality learning experiences” from Sorensen and Baylen (2004):

·         Communication with students

·         Collaboration among students

·         Active learning experiences

·         Prompt feedback

·         High expectations

·         Respecting diversity.

The design can include asynchronous communication such as discussion boards/comments, blogs, and wikis. 

Discussion Forums
þ	Post thought-provoking questions that encourages higher order thinking
þ	Student debates
þ	Student-moderated discussions
þ	Repository for student assignments

Synchronous communication includes a chat or instant messaging that can be utilized in small rather than large group setting.  A chat or instant message provides “a real-time dynamic for assessment that can offer instructors an immediate sense of how well students grasp the course content” (Simonson, et al., 2012, p. 275).   

Conclusion

It is not easy to transition from a F2F course to online, so it is critical to evaluate and consider all factors to create an optimal online learning experience.    

References

Diaz, V.  (2010).  Hybrid Learning meets Web 2.0:  (re)designing a Hybrid Course with Emerging Technologies for the Net Generation Learner).  Retrieved from http://www.slideshare.net/drvdiaz/blend10  

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.  (2012).  Teaching and learning at a distance: Foundations of distance education. (5th ed.) Boston, MA: Pearson.

Converting to a Distance Learning Format