Converting to Distance Learning: Best Practices

Distance education is found to be very effective, and successful attainment of learning outcomes occurs with this instruction (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 7).  The training manager seems to be going down the correct path in converting the face-to-face sessions to a blended learning format. 

Conversion should include analysis of the instruction and learners, development of performance objectives and instructional materials, and design shift to visual presentations and engagement of the learners (Simonson, Smaldino, Albright, & Zvacek, 2012, pp. 152-153). In other words, following the ADDIE process to ensure that all aspects of the training are included.

The trainer should consider the components of a successful system:  learners, content, method and materials, and the environment (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 152).  Since the quality of communication is what is frustrating to the trainer, this should be the focus of the distance environment.  There are several ways to enhance communication in this setting.  One tool is the online discussion, which the trainer can facilitate by providing information the students will use to formulate postings, responding regularly to threads, and giving supportive feedback to guide the learning in the discussion forum.  The trainer should maximize student interaction by monitoring, facilitating, and participating in exchange (Beldarrain, 2006, p. 149).  Piskurich indicates that the instructor should keep in constant communication with students and show that he cares about their success (Laureate, n.d.).

An important component to the distance systems will be the technology that is available to the learners.  Will they have adequate support in the resources they need to complete the learning?  Will there be technological support for potential issues?  The trainer will need to provide alternative plans in case of technical challenges (Simonson, Smaldino, Albright, & Zvacek, 20120, p. 153).  Beldarrain points out that technology can achieve engagement and interactions not possible in the original training (2006, p. 147). 

The trainer could build on the original learning objectives, calendar, and instructional materials to support the transition to a distance environment.  With careful and thorough planning, this endeavor should be a success for both trainers and learners.

References: 

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Laureate Education, Inc. (Producer) (n.d.). “Facilitating Online Learning.” [Multimedia program].

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.