Converting to a Distance Learning Format

Considering the dilemmas the training manager is having with the quality of communication among his trainees there are several solutions to solve his issues. Instructors must make decisions that will affect all aspects of the instructional environment when planning for distance education (Moore& Kearsley, 2005).

First of all, the pre-planning strategies the trainer needs to consider before converting his program from face-to-face to a blended learning format are to first keep his trainees end result at the forefront of his planning. Schlosser and Burmeister (1999) believed in the “best of both worlds” where courses would have some face-to-face instruction and some distance delivered learning. The training manager needs to consider the Unit-Module-Topic (UMT approach). This approach allows for consideration of the content, the nature of the learner, the method or how the learning will take place and the means for gauging the learning experience (Simonson, et al., 2012). Some materials will need to be reconfigured and some may need to be eliminated completely.

The aspects of the original training program could be enhanced in the distance learning format by incorporating interactive activities by introducing new technologies. The trainer needs to figure out what actually works and what needs to be improved by performing an evaluation (Simonson, et al., 2012) of the original program. Finding ways to illustrate key topics or concepts, using figures and tables, and adding visual representations of some of the content are ways to improve the program (Simonson, et al., 2012).

The trainer’s role will change in a distance learning environment mainly because he will be required to be online a considerable amount of time. He will need to create a learning community that includes the learners and the instructor (Palloff & Pratt, 2007). Providing feedback that will give guidance of what the learners did well and what areas may need improvement (Simonson, et al. 2012) will have to be done in order for learners to correct their errors or celebrate what they did correctly.

The steps the trainer can take to make sure the learners are communicating online would be to give them an activity where they introduce themselves to their peers and give some personal and professional information. If the trainer has created a learning community the participants will be eager to get involved. Giving learners the security of knowing that the trainer is honestly concerned about their success in the course will also encourage them to participate in collaboration. The trainer and learners can post their comments and thoughts to discussions in order to make sure learners engage in meaningful conversation and debate (Simonson, et al., 2012).

Reference

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th Ed.) Boston, MA: Pearson