Converting to Distance Learning Envrionment

Converting a Distance Learning Format

The training manager in this scenario is frustrated with how the face-to-face training sessions are going. The manager wants to convert the current training module into a blended learning environment where the trainees and trainers will have the opportunity to interact with their classmates in a traditional class setting and in an online environment. The trainer is also looking to put the training materials all online so that the trainees can have access to it at all times. The trainer must consider many things in the planning process to ensure that all of the trainees will develop the skills that are necessary for them to successful in their current position or future position. When planning for a distance education, the instructor must make decisions that will affect all aspects of the system (Moore and Kearsley, 2005).  The theory that reflects the distance learning environment is Desmond Keegan which states that electronically linking instructor and students at various locations creates a virtual classroom (Simonson, Smaldino, Albright, Zvacek, 2013).

During the planning process the training manager must consider before converting the training is that previously taught traditional classrooms may need to be retooled. The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations (Simonson, Smaldino, Albright, Zvacek, 2013). It’s important that the trainer understands the ends and outs of changing a course from a traditional classroom setting to an online course. That the trainer also considers every outcome such as the content of the course that it reflects and relates to the rest of curriculum. The trainer must also make sure that content is consentient throughout the course so the learners will have a successful learning experience .It’s important for the trainer in the planning process to understand who the learners are so that the instructor can design a classroom that all learners can be successful .Taking time to learn about the learners in the class yields a more producers learning environment. Knowledge of general learner characteristics can inform the instructor of the nature of the students (Simonson, Smaldino, Albright, Zvacek, 2013). It will allow the instructor to understand the learners more and see their strength and weakness so that the learners will be successful in class and in the online setting.

In the original training program the aspects of the program that could be enhanced is that the trainer wants to put the training materials on a server so that learners will have access to them at all times. The trainer can enhance this feature by making sure that every week that training materials are uploaded on the online site. This enhancement will also help the learners to print out the training materials and bring them to class. This feature can cause the students to have an open discussion in the classroom where they are able discuss to the topic at hand.  In a distance teaching reading, handouts, and information is how content is delivered but also provided other various forms such as videos, visual presentations (Simonson, Smaldino, Albright, Zvacek, 2013). All of these different kinds of content will help the learner to grow understand the information more clearly when there are many instructional materials.

The trainer’s role will not change in a distance learning environment since his role will not be different from a face-to-face facilitator. The reasonability of the instructor is to ensure that the learners have a clear understanding of the expectations and opportunities for participation in a distance learning environment (Simonson, Smaldino, Albright, Zvacek, 2013).  The trainer must make sure that the students have all of the required information before the start of the training program so that learners can actively participate in the online setting and in the classroom. The trainer’s role is to also be the facilitator but also giving the reasonability to learners to make that required assignments, course projects, and discussion questions are turned in on time. So the trainer’s role will not be so hands on in a distance learning environment but to make sure that required information there so the students can have positive learning experience. 

The only steps that the trainer can do to encourage the trainees to communicate online are through weekly discussions. The trainer can provide scholarly discussion weekly which will allow the trainees to draw from their own experience, course readings, or internet research. This is a great way for the trainer and trainees to communicate with each. The trainees will learn from one another and get to know who is in their class which can carry over into the current class and in future courses. Another suggestion is set up a blog account in the distance course. Blogs can be an excellent tool for student’s reflections about course content, students experience and many others (Simonson, Smaldino, Albright, Zvacek, 2013). It’s a way for the students reflect on their experience in the course and be able to communicate that while in the course. It’s also a way for the teacher to see how well the trainees are progressing through the course.  Are the students hitting certain milestones throughout the training course, are they using the course book and other authors to reflect that they acquire more knowledge in the required field.

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