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.  This is my "Pre-planning Strategy Guide" for converting to a distance/hybrid learning environment.

Issue	Specific Issues	Pre-Planning Strategies	Instructor/ID  Follow-up Action
Students	·         Students may not have online experience (Simonson, Smaldino, Albright, & Zvacek, 2012) ·         Student apprehensive about change in program	·   Make the requirements clear (Simonson, et al.,  2012) ·   Consider needs of students based on background (Simonson, et al.,  2012)	·   Keep students informed and provide constant feedback (Simonson, et., al.,  2012) ·   Have students participate in surveys and focus groups
Course Development	·         Time consuming ·         Requires multi-stage process	1. Create a storyboard 2. Create a site map 3. Identify course assets (e. g. graphics, videos, documents, etc.) 4. Identify potential course software (such as a CMS, LMS, Wiki, or HTML) 5. Identify the potential sections 6. Plan for testing (Laureate, Inc, Producera)	·   Instructor should work with ID to ensure course development stays on track
Technology	·         Technology may not be available (Laureate, Inc. , Producerb) ·         Students may not know how to use it/may not have access to the technology	·   Review course requirements against tech requirements ·   Develop technology training instructions ·   Identify tech support (who will provide, who to call, etc.)	·   Train students to use the course website  (Simonson, et., al.,  2012) ·   Technology should be tested before implementation
Course Activities	·          “Craft” approach is not effective online (Moller, Foshay, & Huett , 2008) ·         Different activities are required from face-to-face instruction (Simonson, et al., 2012)	·   Develop activities specific to online instruction or course management purposes (Simonson, et al., 2012)	·   Instructors/IDs should ensure that all course activities support course objectives
Support Materials	·         Course materials need to be converted to an online format ·         Internet sources should be included (Integrate the use of Web 2.0 technologies) (Simonson, et al., 2012)	·   Ensure all materials are able to be converted to electronic format (prefer that materials are searchable) ·   Include web additional resources	·   Do a quality control check of all support materials ·   Do a periodic check on all external links to ensure they are still valid before, during and after course implementation
Collaboration	·         Selection of collaboration tools (must work with technology) ·         Rules of engagement for discussion posts	·   Identify collaboration tools and provide instructions ·   Weekly discussion questions should be planned as part of course content	·   Carefully guide the students during the collaboration process  to ensure all students participate and understand their requirements
Policies	·         Attendance and other policies need to be modified for distance learning	·   Review existing policies and draft new policies  (such as minimum computer standards) to meet distance learning requirements	·   Ensure students are aware of all new policies and the consequences of violating those policies
Evaluation	·   Ensure new online/hybrid program meets course requirements	·   Consider including Kirkpatrick’s four level evaluation approach  to measure the overall effectiveness of the program    (Simonson, et al., 2012)	·   Constantly reevaluate the program and adjust as necessary

References:

Laureate Education, Inc. (Producera). Developing Online Courses [Video] United States: Laureate Education, Inc. 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_1341074_1%26url%3D

 Laureate Education, Inc. (Producerb). Planning and designing online courses. [Video] United States: Laureate Education, Inc. 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_1341074_1%26url%3D

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

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