Class Conversion Best Practices Guide

Best Practices Guide

Pre-Planning Strategies:

The training manager must ensure that he carefully plans out how he will convert his training sessions to a blended learning format.  Simonson, Smaldino, Albright and Zvacek (2012), define planning as “the system of decisions that determines an operation prior to it being carried out” (p.46).  They stress the importance of determining, in detail, how the course content will be managed and organized.  Some things to consider:

·         Learning Management System- The instructor should assure that the LMS will be able to track learner progress and allow for the type of media delivery and discussions needed.

·         Determine the learning objectives

·         Determine the type of communication, synchronous or asynchronous, that learners should have

·         Plan for the type of technology that would be used

·         Determine which activities will be done in the face-to-face portion of the course and which will be better delivered online.

Enhancements through Distance Learning Format:

·         The online format will allow for a more learner-centered approach to learning.  With the advent of Web 2.0 technologies, such as blogs, wikis, podcasting and social networking, students have a variety of ways in which to communicate (Simonson, Smaldino, Albright and Zvacek, 2012). 

·         Online formats allow for a variety of ways in which content can be delivered to appeal to learners of all learning styles and intelligences, including videos, audio, and text.

·         The online format can allow for both synchronous and asynchronous discussion.

      

        Changing Role of the Facilitator:

        According to Simonson, Smaldino, Albright, and Zvacek (2012), the role of the facilitator in an online environment can “vary depending on their capabilities” (p.210). 

·         What non-instructional aspects of the course will the instructor be responsible for?

·         Communication in an online environment is also different.  The facilitator will have to be involved in both synchronous and asynchronous discussions, providing feedback and extending the discussions.

·         The instructor will need to provide timely feedback.

References:

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson