Running head: CONVERTING TO DISTANCE LEARNING

Converting to Distance Learning Format Lisa Falanga Walden University

CONVERTING TO DISTANCE LEARNING

Best Practice Guide for Distance Education Hilary Perraton defines distance education as an educational process in which a significant proportion of the teaching is conducted by someone removed in space and/or time from the learner (Simonson, Smaldino, Albright, & and Zvacek, 2009, p. 33). Distance education is an effective means of instruction; however, careful consideration must be given to the development of the distance education course to ensure the established course goals and objectives are achieved. This document will serve as a best practices guide for converting to a

distance education format for the learning need identified below. Topics to address include: Pre-planning strategies; Aspects of the original training that can be enhanced in the distance education program; Changes to the Trainers Role; and, Steps to encourage trainees to communicate online. Pre-Planning Strategies: Planning for instruction should follow a systematic approach for learning to occur. (Simonson, Smaldino, Albright and Zvacek, pg. 126). ADDIE is one common approach frequently followed in instructional design. The design or planning stage is instrumental in any instructional design, whether it is online or face-to face. This is the blueprinting phase where the foundation (goals, objectives and evaluations) is developed (ASTD, 2006, p. 30). The process of planning and organizing for a distance education course is multifaceted and must occur well in advance of the scheduled instruction (Simonson, Smaldino, Albright, & and Zvacek, 2009, p. 126). There are four components to consider when planning for distance education. Below is a table that identifies the four components and what should be considered for the distance education environment.

CONVERTING TO DISTANCE LEARNING Component Learners

Who are the learners?

3 Considerations

Content
What is the essential content?

Delivery

What is the learning environment?

Evaluation

Demographics of the learners Cognitive abilities of the learners Learner Characteristics Potential for learner interactivity Technical capabilities Experience with DE Goals and objectives Teaching strategies Syllabus Instructional tools Instructional Materials Rubric Interactive Study Guides Technology - Hardware/Software - CMS Environment - Synchronous - Asynchronous - Blended - Formal/informal Media - Storyboards - Images - Video - Audio Resources - Learner materials - Instructor guides Interactivity - Email - Discussion Board - Teleconference - Blogs - Wikis Formative Pilot Tests Summative

CONVERTING TO DISTANCE LEARNING Training Enhancements: Training materials will need to be updated to meet the needs of the online learner. Carefully review all course materials and determine which ones can be utilized in the online environment and which ones fit better in the classroom. In some cases, training materials may need to be completely redesigned and/or delivered in a different format. Avoid death by PowerPoint (Piskurich) and follow a student-centered approach. Identify which resources can be enhanced by the use of a video such as YouTube, simulation, case-based scenarios, or read independently. Use a variety of resources that require the learner to think critically and remain engaged in the learning process. Instructor Role:

The instructor is just as important in distance education as he/she is in the classroom. As a facilitator of learning it is important he/she: 1. Apply adult learning theories. 2. Move from teacher-centered to student-centered learning so the learner becomes more engaged in the learning process. 3. Know the software in order to assist students if needed. 4. Review and know the lesson plan 5. Be available and keep in contact with students 6. Participate in all synchronous and asynchronous discussions. Student Interactivity: Student interactivity is essential within the distance education environment. However, this can often times be challenging. Below are methods that can help increase interactivity amongst students.

CONVERTING TO DISTANCE LEARNING 1. Threaded discussion one of the most powerful techniques used in distance education

(Simonson, Smaldino, Albright, & and Zvacek, 2009, p. 186). Threaded discussions can be either instructor-mediated or student-moderated, should have defined guidelines for participation, and should build on personal and professional experiences. 2. Problem-based learning Establish small groups, present real-world scenario and groups develop solutions. 3. Posts by students to Blogs or Wikis 4. Concept Maps 5. Simulations and Games 6. Presentations

CONVERTING TO DISTANCE LEARNING

References:
ASTD. (2006). Designing learning. Alexandria, VA, USA: American Society for Training & Development. Cennamo, K., & Kalk, D. (2005). Real world instructional design. Belmont, CA, USA: Wadsworth. Durrington, V. A., Berryhill, A., & Swafford, J. (2006, 03 18). Strategies for enhancing student interactivity in an online environment. Redorbit News. Heldred Publications. Piskurich, D. G. (n.d.). Planning and designing online. (J. Chauser, Interviewer) Simonson, M., Smaldino, S., Albright, M., & and Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston, MA, USA: Pearson Education, Inc.