Best Practices

With the growing trend of integrating technology into the learning environment, many instructional designers and educators are redesigning courses traditionally taught face-to-face so that they can be taught in a blended or distance learning environment.  For example, 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.  Changing a course from a face-to-face environment to a blended learning environment may seem like an easy task.  However, there are many things to consider that will ensure the success of both the course and the learner. 

First, the trainer must plan effectively.  When converting a face-to-face class, it is easy to fall under the assumption that the materials and strategies that have previously been used can fit into the new learning environment.  This is rarely true.  It is essential that, during the planning stage, designers reflect on the specific goals of the instruction.  Moving to a blended environment shifts the focus from the presenter to the learner.   The goal should be to reduce the amount of information that is being presented and increase the level of student interaction (Simonson, Smaldino, & Zvacek, 2012).  The designer must determine what content is essential to meet the learning objective and how that can be presented to the learner in the most meaningful way.  These decisions also require the designer to understand the learner.  They must know who their learners are and how they may interact with the material.  This information becomes important when deciding on the essential content and when deciding what technology to use throughout the training.  Finally, the designer must decide how the material will be presented.  One mistake often made when creating blended or distance learning is that the designer allows the technology to drive the course.  Technology is a tool and should be matched to the content and the objectives (MIller & King, 2003).  What tools and strategies will fit the content and what will the learning environment look like?  In this particular scenario, the trainer needs to decide what part of the training will best be delivered online and what will take place face-to-face.

There are many considerations a designer can make when designing instruction to ensure that the course will meet the needs of the learner.  First, learners must have a clear understanding of the expectations and guidelines for any course (Simonson, Smaldino, & Zvacek, 2012).  This can be presented in a syllabus and project rubrics.  Blended learning requires learners to be more autonomous, but they can only begin to take more control of their learning if they are given the proper tools.  A syllabus helps learners to understand their role in an often new learning environment.  Another key component to successful blended learning is interaction between learners and facilitators.  This can take place in many forms, but one of the most successful activities is through discussion.  For the scenario, the trainer may enhance his training by implementing an asynchronous discussion activity.  Asynchronous discussion gives learners the ability to interact with one another and share ideas while providing more time for reflection and research before responding.  This can often lead to deeper conversations and higher level critical thinking (Kanuka, 2007).  Designers also should use a variety of appropriate technology and media.  There is no magic tool that will reach every learner; it is necessary to present material in multiple ways to best meet the needs of a variety of learners.  However, because technology can make courses expensive and complex, it is important to find a balance between the technology you want and the technology that you need (Simonson, Smaldino, & Zvacek, 2012).

The trainer in our scenario will eventually have to transition from course designer to course facilitator. Making the transition from face-to-face instruction to a blended learning environment requires the trainer to assume a different role.  When interacting with learners in a distance environment, a trainer take a more facilitative role.  Through facilitation, educators allow students to take more control of their learning and become more autonomous. Kanuka (2007) three types of learning activities that can be used by facilitators in distance learning to help encourage autonomy among learners.  Inquiry-based learning gives learners the opportunity to closely examine or investigate a topic and often requires students to find their own external resources to support their findings.  Another type of learning activity is decision-building learning that requires learners to evaluate an issue based on a variety of choices and consequences. Finally, learners can participate in problem-based learning. This is when learners are presented with a problem that they must work, often collaboratively, to explain or resolve.  These types of learning activities put more focus on the learner and leave the trainer in a position to guide and facilitate.  This however does not mean that the trainer can “check out” of the learning experience.  Facilitating distance learning requires constant dialogue between learners and educators.  By actively participating in discussion forums, facilitators can encourage learners to communicate more effectively online.  By asking for clarification or explanation, facilitators can help learners to think more deeply about topics and help them to relay their thoughts more clearly.  Encouraging responses can provide learners with validation that their ideas are not only in line with instruction but also valued and appreciated.  Facilitating a course means providing learners with the confidence, content and skills that they need to master the material being presented.

Technology can provide designers with tools to reach learners in a new and very different way.  However, adapting face-to-face instruction must be done with deliberate consideration and planning.  When using best practices to design and deliver distance instruction, we can help to ensure that our students are receiving what they need to find success.

References

Kanuka, H. (2007). A principled approach to facilitating distance education: The Internet, higher education and higher levels of learning. International Journal of E-Learning & Distance Education, 17(2), 70-86.

MIller, T., & King, F. (2003). Distance education: Pedagogy and best practices in the new millennium. Leadership in Education, 6(3), 283-297.

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