To help this training manager in their excursion to convert the classroom content to distance learning content, I created a best practice guide they can utilize throughout the conversion process for a successful distance learning course.
Best Practices for Converting Classroom to Distance Learning
When an instructional designer or facilitator decides to convert their classroom content to a distance learning environment, there may be a lot of questions and anxiety. Utilize these best practices to guide you through the conversion process for a successful distance learning course.
1. Pre-planning Strategies
Converting classroom material to a distance learning environment requires some items that need to be pre-planned before diving in.
Storyboard and Sitemap
A big part of the pre-planning strategy would be developing a storyboard and sitemap. According to the course video Developing Online Courses, a storyboard is a document that maps out the flow of the course and includes the content, resources, learning objectives, assignments, and evaluations. The video describes a sitemap as a document that’s created after the storyboard and shows how the students will move through the online environment (e.g., what is linked together, how they will access the file and resources, and how they will end the day). These two items are created in the development stage and are a great outline to use when creating distance learning content.
Structuring the Course
This is where the facilitator needs to clearly explain the expectations of the course to the students, what their responsibilities are, what is expected of the facilitator, and determine how often the students will meet online and in the classroom. It is essential that “the students understand how the course will function so that they can be better prepared to participate. The more informed the students [are] the greater chance for success” (Simonson, Smaldino, Albright, & Zvacek 2009). To accomplish this, the facilitator will need to create a syllabus that ensures clear expectations and communication. “An instructor needs to provide enough information within the syllabus that students are able to understand the structure of the course, expectations and assignments, and the assessment process” (Simonson, et al. 2009). The students will utilize the syllabus to determine what their role and responsibilities are in this course allowing for them to prepare for a successful learning experience.
Technology
Hosting all of the material on a server is a good idea; however there are many options to choose from. The main question that needs to be addressed is what type of server, a Course Management System (CMS) or Learning Management System (LMS)? It is important to read the difference between a CMS and LMS to ensure the right one is chosen as the focus of each is different. A good research article that discusses the differences is Watson and Watson’s An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? This article defines a CMS and LMS and discusses their similarities and differences. Once the type of management system is determined, research the programs offered to decide which one is best suited for the course (e.g., Blackboard, Moodle, etc.).
A second crucial part to technology is to ensure the students have access and can utilize the management system chosen as well as any other technology being used. If students do not have access to the technology or it is not easy to gain access, then there is frustration from the student that takes away from their learning experience. On the other hand, if the students have access to it but are unsure how to use the technology, then that is also decreasing their learning abilities (Piskurich & Chauser, n.d.). The purpose of the technology is to enhance the face-to-face interaction in a blended session. If the technology is too much for the students, then their learning experience is not a positive one.
2. Distance Learning Enhancing Original Classroom Material
When converting classroom material to online delivery, it is important to incorporate the following:
Delivery Method
The main decision of how this course will be delivered has been decided – blended learning. However, there are a few more important decisions to make involving how the content will be delivered. For example, will it be teacher centered or student centered? “The student centered learning fits well into distance education environments” because adult learners come to distance learning expecting a self-directed approach (Simonson, et al. 2009). For a blended learning course, the student centered approach is crucial during the online portion and the teacher centered approach will need to be included in the face-to-face facilitation. To determine which one is a best delivery method, “apply your project constraints to your first choice of delivery methods and see if it will work. If it won’t, eliminate it and move on to your second preference. Keep working through each of your preferred delivery methods until you find the one that will accommodate all the constraints of your training project” (Piskurich, n.d.). Whatever delivery method is chosen, it will need to ensure there is a lot of engagement for the learners through interaction.
Instructional Method
The instructor needs to determine the appropriate instructional methods they will use in delivering the content. They need to consider their options: asynchronous or synchronous. “What is of essence when considering the choices is that the methods selected for a distance setting match the types of outcomes defined by the objectives and the assessments to be implemented” (Simonson, et al. 2009). The type of instructional method chosen, dictates what’s used for delivering the content. For instance, in an asynchronous class, blogs and wikis are utilized most to engage the learners in the content where as a synchronous environment is more face time with video based content. When choosing the instructional method, be sure to select one that will engage the learners and meet the objectives.
Learning Community
The facilitator needs to create a learning community for both the students and the instructor. A great way to do this is through discussion threads. Discussion threads are communities where learners come together and post a response to a topic presented by the facilitator and then begin commenting on each other’s posts to create an “open discussion”. “The instructor should examine the facilitation of the discussion by each person – the building of a community of understanding” (Simonson, et al. 2009). Discussion threads are a key part to distance learning so be sure to clarify the role of the instructor and students to ensure successful discussions.
Another good option is to create icebreakers where the students and instructor learn more about each other allowing for a more open environment. “The icebreaker’s role is to help build a sense of trust among the members of the group. By gaining knowledge about each member of the class, the opportunities for communications and collaborations are enhanced” (Simonson, et al. 2009).
Activities
Activities keep the learners engaged throughout an online course where there is no face-to-face interaction. Even in a blended learning course, interaction online is essential so learners are encouraged to participate in the environment online as well as in the classroom. To determine what activities to incorporate, conduct an analysis of the course and its objectives. Then meet with the subject matter experts for their insight on what information to include and what kind of activities would complement the content (Piskurich & Chauser, n.d.). Once that is complete, then the facilitator and/or designer can build the activities from that information.
Converting classroom activities to online activities is a matter of finding what online application will be similar to that in the classroom. For example, if a classroom module had a topic for open discussion, convert that to a discussion thread in the distance-learning environment. If there were videos shown in the classroom and then small groups discussed them, convert that to creating small groups online and uploading the video to their group. Then the group can post their thoughts and insights on the video and comment on each other’s’ posts. Most applications done in the classroom can be successfully completed online, it just takes some creativity.
3. Facilitator’s Role in Distance Learning
The role of the facilitator in a distance learning course is less prominent than in a face-to-face environment. Piskurich discusses some key concepts that the facilitator needs to keep in mind when instructing a distance learning course in his video Facilitating Online Learning.
4. Encouraging Online Communication
When the classroom is online, communication is essential. The most effective way to encourage communication is with a discussion thread. A “threaded discussion is one of the most powerful techniques used in distance education” (Simonson, Smaldino, Albright, & Zvacek 2009). The goal of a discussion thread is to create an open community for learning. Follow the checklist below on how to set up an effective discussion thread for the facilitator and learners (Bouchat, 2006).
References
Bouchat, C. J. (2006, October 30). Beyond Self-Teaching Online: Using the Threaded Discussion in Distance Education [Electronic version]. Learning Solutions Magazine. Retrieved October 20, 2010, from http://www.learningsolutionsmag.com/articles/202/beyond-self-teaching-online-using-the-threaded-discussion-in-distance-education-
Piskurich, G. (n.d.). Delivery Analysis. Laureate Education, Inc. Retrieved October 13, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1
Piskurich, G. (n.d.). Facilitating Online Learning. Laureate Education, Inc. Retrieved October 21, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1
Piskurich, G., & Chauser, J. (n.d.). Planning and Designing Online Courses. Laureate Education, Inc. Retrieved October 7, 2010, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4442081&Survey=1&47=6260654&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education (4th ed.) Boston, MA: Pearson.
Watson, W. R., & Watson S. L. (2007). An Argument for Clarity: What are Learning Management Systems, What are They Not, and What Should They Become? TechTrends: Linking Research & Practice to Improve Learning, 51, 28-34.
*Could not find a way to attach a PDF document to blog, so copy and pasted instead.*
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