This week we are asked to
reflect on a possible scenario of a training manager converting a face to face
training session to a blended or hybrid learning format with assignments and
learning resources online. As an educator, I have experienced this transition
in a way with some of the training that my school district has tried to
disperse so it is interesting to me because I have had this experience. As
Winston Churchill once stated, “To improve is to change; to be perfect is to
change often.” Instructional designers, instructors and students need to
remember this while transitioning their content to distance learning. Distance
learning had its benefits and of course challenges but if we can work through
the limitations it can be rewarding for instructor and student. So challenging,
in fact that states are even beginning to pass laws requiring some experience
in online education before high school graduation (Watwood, Nugent, and Deihl, 2009)
The following is a guide of
items that is necessary when implementing the change that instructional
designers/instructors should take into consideration.
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PREPLANNING
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COMMUNICATION
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PARTICIPANT’S ROLE
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HOW WILL IT BENEFIT?
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RESOURCES FOR TRANSITION
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STUDENT
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Online learning obviously comes with
some extra preplanning other than buying a textbook. Rather, it is up to the
learner to ensure that they have the appropriate software, internet settings,
computer setup, etc. “Just as the instructor must take the responsibility for
learning about students, learners in the distance education classroom must
assume ownership in their learning experience (Albright, et al, 2012).” The
student should also orient themselves to the online learning classroom and
methods that will be used during the course. Learners need to take
responsibility for their own learning, even more so than with the traditional
educational settings.
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Earlier in
this decade, nearly 80 percent of
elearning was designed for solo work, which in effect made it little
different from correspondence courses(Watwood,
Nugent, and Deihl, 2009)” Students will be using Web 2.0 tools to communicate,
discussion forums, email, skype, etc. Students should also be aware of “netiquette”
and encourage a positive and collaborative learning environment (Albright, et
al, 2012).
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As mentioned in the previous column,
the participant is to contact the instructor and have clear communication as
part of their role as a learner in the online setting. However, it is also
part of the student’s role to create a positive learning environment,
collaborate with other students, and devote enough time to the course to
contribute quality work (Albright, et al, 2012). The instructor should
provide clear expectations, goals, assignments, etc. to students and it is
the student’s responsibility to follow that syllabus (Albright, et al, 2012).
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-Allows for flexibility for the
student- student can go at their own pace, work a job while in school,
complete learning activities when they prefer (some students do not
learn/concentrate well in the morning, etc). (WorldWideLearn)
-Accessibility- Students can access
their digital classroom, lectures, homework, etc from virtually anywhere.
(WorldWideLearn)
- Money Saving- Some say that online
courses save money for students and institutions by not making students
physically attend class. (WorldWideLearn)
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EDUCATOR
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“Developing an online course starts at
the same place where one develops a face-to face course. One sets the goals
for the course, describes the specific learning objectives, defines the
tasks necessary to meet those
objectives, and then
creates applicable assignments around
these tasks (Watwood, Nugent, and Deihl, 2009)”
Instructors must also think about the unique social aspect of online or
distance learning and plan for the differences. Instructors, as well as
students need to create a learning environment in which to collaborate
(Albright, et al, 2012). Also, because the student is not directly in front
of the instructor, the instructor must put an effort forth when the course
begins to learn about his students, their experiences and their learning
styles in order to make their learning experience a positive one.
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Chickering and Gamson state that
student and teacher communication are the most important factor in
maintaining student motivation (Watwood,
Nugent, and Deihl, 2009). Keeping in touch with students allows them to feel
as though they are not alone in the educational process and feedback is
crucial to the student understanding. Prompt feedback will allow students to
learn the instructor’s expectations and gauge their progress in the course
and on the topic.
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Chickering and Gamson (1987) developed
seven principles in which they believed would lead to a successful distance educator.
The seven principles are 1. Good
Practice Encourages Student-Faculty Contact 2. Good Practice Encourages
Cooperation among Students 3. Good Practice Encourages Active Learning
4. Good Practice Gives Prompt Feedback
5. Good Practice Emphasizes Time on Task 6. Good Practice Communicates High Expectations
7. Good Practice Respects Diverse
Talents and Ways
of Learning steps (Watwood, Nugent, and Deihl, 2009) Because the format of this
style of learning requires extra effort to kick off, administrator help and
support is a must. There must be some inservices, workshops, or professional
development for faculty to attend in order to support the goal of transitioning
to distance learning. There also must be support among peers to share
experience as shown in the figure below for collaboration and training. Clear
learning objectives and goals should be available to the students as well so
that they can know where the course is headed and what is expected of them.
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Transitioning a course to a distance
learning course can be time consuming but educators will benefit from
distance learning in a manner that will allow the instructor more flexibility
as well as more time to focus on their students and their unique and diverse
perspectives. “While the hours
invested per week were about the same,
Ko and Rossen found that faculty could do those hours at their convenience,
day or night, weekday or weekend. (Watwood,
Nugent, and Deihl, 2009)”
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Are you ready to be a
successful online learner? Successful online learners are;
¨ Collaborative
¨ Tech Savvy (If not, willing to learn or find resources to help)
¨ Communicative
¨ Self-Reliant
¨ Open Minded
¨ Appropriate and polite
¨ Efficient
¨ Independent
¨ Honest and ethical
OR
Are you ready to be a
successful online instructor? Successful online instructors are;
¨ Dedicated
¨ Communicative
¨ Tech Savvy (If not, willing to learn or find resources to help)
¨ Willing to attend extra professional development
¨ Willing to work with peers to collaborate during and through
transition
¨ Able to facilitate discussions and student groups
¨ Able to provide prompt feedback
¨ Articulate
Bart, Mary. 2011. Guidelines for Online Teaching Success. Faculty
Focus.
Center for Digital Education.
(2012) Delivering Courses to More
Students; Blended Technologies Take Distance Learning to New Levels. E. Republic.
Covington, D., Petherbridge, D., Warren, S. 2005. Best Practices: A Triangulated Support
Approach in Transitioning Faculty to Online Teaching. Online Journal of
Distance Learning Administration.
Illinois Online Network. 2010. Instructional Strategies for Online Courses. University of
Illinois.
Learning on Demand; Online Education in the United States 2009. (2010). Babson Survey Research
Group.
Lytle, Ryan. 2013. 5 Tips to Succeed in an Online Course. US News.
Minnesota Department of Education. 2013. What Makes a Successful Online Learner? iSeek
Education.
Thorp, A., Jacobson, T. 2013. Learning Online. 21 Things for Students.
Watwood, B., Deihl, W., Nugent, J. 2009. Building from Content to Community;
Rethinking the Transition to Online Learning. Center for Teaching
Excellence.
What are the Potential Benefits of
Online Learning. (2013). Retrieved July 14, 2013, from WorldWideLearn website:
http://www.worldwidelearn.com/education-articles/
benefits-of-online-learning.htm
