Converting to a Distance Learning Format
The next step
would be for you to decide on a course management system to assist in the
management of this course, and other web 2.0 tools that will benefit his
specific course. You need to become familiar with the software that he will be
using in the course.
If you are
planning to convert a traditional course to a blended learning course, there
are a few things that you need to take into consideration. The first thing that
you need to do is evaluate your lesson plans and course goals. The next thing
would be to navigate and research the best course management system for your
online course. Be sure to know how to use this CMS prior to the beginning of
the course. Lastly, after beginning your course, you will need to know how to
keep your learners engaged and how to communicate effectively with them. To
find out more about converting to a traditional course into an online course,
continue reading.
You need to review the lesson plan to make
sure you can incorporate all elements in a blended course. You should know that
each learner learns differently and be willing to accommodate all learning
styles. As the trainer you need to first formulate all of the course goals, and
then create learning objectives from the goals, which turn into learning
outcomes (Assignments, Projects, and Presentations). The example below is a
representation of how your course goals should be broken down.
This specific
trainer should practice just-in-time learning, which provides instruction in
the form of online modules specific to the content (Simonson, Smaldino,
Albright, & Zvacek, 2012). These modules can be easily accessed and are
available at all times which would greatly enhance the learning. The trainer
and trainee interaction can be enhanced as well through online discussion
boards. Creating a learning community involves both the instructor and the
students (Palloff & Pratt, 2007). Protocols on how to effectively
communicate in an online discussion forum need to be taught to the learners.
“Oblinger (1999) viewed the transformation
between teacher-centered and student-centered as switching:
·
From lecturing to coaching
·
From taking attendance to logging on
·
From distribution of requirements to connected learning
·
From credit hours to performance standards
·
From competing to collaborating
·
From library collections to network connections
·
From passive to active learning”
It is more
difficult to make communication happen in an online environment, and feedback
from the learner may be limited. Activities and applications are the heart of
learning in an online environment (Piskurich). Make sure the learners
understand how to complete assignments online. Be sure to respond to learner
question in a timely manner and be prepared to expect a higher volume of
questions via email. Make sure that feedback given is specific and constructive
for the learner.
Having the trainees respond to discussion
questions by a certain day every week would create a community online. You will
need to monitor discussion forums, and maintain communication with each of your
trainees. The students need to know that you want them to learn the content. “Flexibility
is critical to successful distance educational experiences, for both the instructor
and the learner (Simonson, Smaldino, Albright & Zvacek, 2012).” Having a
strong learner participation rate will drastically enhance the content being
delivered in class and in online discussions.
References
Oblinger,
D. G, (1999). Hype, hierarchy, and higher education. Business Officer, 33(44),
22-24, 27-31.
Piskurich,
G. (Performer) (n.d.). Facilitating online learning. [Video podcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id= _2_1&url=/webapps/blackboard/execute/launcher?type=Course&id=_2095 296_1&url=
