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.
The task: Converting a face-to-face training session into a blended learning environment. Blended or hybrid learning is describes as: Course that blends online and face-to-face delivery. Substantial proportion (30-79%) of the content is delivered online, typically has some face-to-face meetings. (Allen, Seaman & Garrett).
1) Preplanning strategies the trainer needs to consider: What technology is going to be used? Train the facilitator/trainer on the software that they and their students will be using. (Laureate 2012). A course management system (CMS) offers components that structure the resources for delivery. Built into the systems are such resources as course calendar, announcement, assignments, discussion areas, student rosters, communications and Web links (Simonson, Smaldino, Albright & Zvacek). Organization of the training is key. Creating a predetermined schedule is something the trainer must do. If the course is started face-to-face it would be best to have a schedule ready for the students. Making a detailed calendar and information on how to contact instructor in case of questions or emergencies will be of great value to the student. This information could easily be a part of your syllabus. The syllabus is the single-most important document an instructor can prepare…an instructor needs to provide enough information within the syllabus that the students are able to understand the structure of the course, expectations, and assignments (Simonson, Smaldino, Albright & Zvacek p.199).
What are the learner characteristics? (Morrison, Ross, Kalman & Kemp 2011).
• General (age, gender, ethnicity)
• Specific entry (prerequisite skills for instruction)
• Learning styles (preferred ways of learning)
Orienting Context:
• What are the learners perceived utility of the instruction?
• Learners perception of accountability
• What are the goals for the trainees?
Preplanning check list:
Preplanning strategies
|
Facilitator has full
knowledge
|
Facilitator needs
training before course begins
|
What CMS will be used?
|
||
Creating a course schedule
|
||
Creating detailed syllabus
|
||
Are the learner
characteristics known?
|
||
Orienting Context known?
|
2) How can original training be enhanced in the distance learning format?
By having all the resources available to the students at all time in a CMS this may allow for flexibility for the learners. It is imperative that the instructor make it clear what the students are expected to do to complete a course, but it is the student’s responsibility to adjust his or her schedule accordingly (Simonson, Smaldino, Albright & Zvacek p.230). Online education demands that students become engaged in the learning process. They cannot sit back and be passive learners; rather, they must participate in the learning process (Simonson p.196) by having a blended class the trainer can incorporate technology which can facilitate interactions among the students. Dr. Piskurich stated; activities and applications are the heart of an online course. Activities make content come alive (Laureate 2012).
3) Trainer’s role changed in blended environment?
When distributed learning is used the trainer is introducing an online learning component to the course. When this happens a shift from traditional teacher-centered to student-centered learning will happen. Oblinger viewed this transformation the following way: (Simonson, Smaldino, Albright & Zvacek p.198).
• From lecture to coaching
• Taking attendance to logging in
• From distribution of requirements to connected learning
• From competing to collaborating
• From passive to active learning
• From textbooks to customized materials
The trainer should plan on fostering these changes to their approach.
4) How to encourage online communication?
Effective communication requires an active audience. The response of the learners who receive messages is called feedback. Feedback allows the sender and receiver, teacher and learner, to determine if the message is understood correctly (Simonson, Smaldino, Albright & Zvacek p.91).
When the trainer stays actively involved in the class by monitoring and participating in the discussions the student will feel that trainer is invested in the course. Keeping communications open through chats and emails are another way to encourage communication with the learner. According to Sorensen and Baylen (2004) Guidelines for involving students in quality learning experiences include:
• Communication with students
• Collaboration among students
• Active Learning experiences
• Prompt feedback from trainer
• High expectations
• Respecting diversity
By organizing the structure of the course, evaluating the learner and their expectations of the training, utilizing a course management system that will allow for synchronous and asynchronous collaboration of students through discussions and activities creating a successful blended learning experience is possible.
Checklist for trainer
Steps for trainer to complete
|
Check when complete
|
Choose CMS
|
|
Attend training on CMS
if no prior experience
|
|
Access learner
characteristics
|
|
Access orienting context
|
|
Construct thorough
syllabus
|
|
Include detailed
calendar of events for course
|
|
Create activities which
enhance content
|
|
Develop thorough
instructions for discussion expectations and etiquette
|
|
Spend time communicating
with students throughout the course: discussions, emails, announcements
|
References:
Allen, I., Seaman, J., Garrett, R. (2007). Blending In: The Extent and Promise of Blended Education in the United States. Needham, MA: Sloan-C ™
Laureate Education, Inc. (Producer). (2012). Facilitating Online Learning. [vodcast]. Dr. George Piskurich.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pear
No comments:
Post a Comment