Creating a desirable training experience can be intimidating and daunting on a novice instructional designer. The one mistake that any facilitator or designer could make is thinking that taking materials used in face-to-face instruction and dumping them online for use in instruction would be just as effective as a traditional classroom setting. According to Simonson, Smaldino, and Zvacek (2015), the shift to online learning is not new and rather than a teacher centered environment, online learning focuses of a student-centered learning environment. Defined as a shift to a self-paced learning style where students are responsible for their own active learning (Nanney, 2004), student-centered learning is at the core of distance learning, and apart from blended learning opportunities, there are many considerations that must be taken when making the shift from face-to-face instruction to distance learning.

        In the given scenario, the trainer is planning to convert their face-to-face instruction to a blended learning format in an effort to keep students engaged in instruction while still maintaining interactivity among students. The first strategy I would recommend to this trainer will be to find a way to integrate cooperative learning online. Described as an effective way to continuously capture the interest of participants (Lynch, 2010), by using cooperative learning online, students are assigned to various roles that helps the group achieve learning goals rather than get lost in a matrix of not knowing where they fit in or where they can contribute their ideas. In establishing cooperative learning instances online, Lynch (2010) warns that roles must be clearly defined so that learners know their position and that each student knows exactly what tasks they need to carry out.

      Another strategy for this scenario in transitioning from face-to-face instruction to a blended learning environment, would be for active participation throughout the course from instructors and facilitators. According to Piskurich (n.d.), although online and blended learning environments are mainly student-centered, it does not necessarily mean that once the course is launched the instructor could walk away from their students. Piskurich advises that facilitators should continuously interact with their students letting them know that there is still support in the event questions should arise. Communication methods should include constant emails providing students with necessary updates, and emulate communication styles similar to face-to-face instruction demonstrating to students that facilitators are readily available to hash out any issues problems and concerns.

      One asset that could be enhanced in the distance learning format will the use of video technologies to record lectures for future use by students.  Simonson, Smaldino, and Zvacek (2015) discussed this advantage as providing access to students who may not have had the opportunity to attend a physical class. In my own personal experience, a videotaped lecture adds variety in an online environment, as it breaks the monotony of researching articles online or completing book reviews. Another advantage of using videotaped lectures, is that students experience a similar feel to that of the classroom environment and while they are not in a physical classroom, students are still able to have that classroom environment mimicked by watching the presentation online.

      To encourage communication online, Durrington, Berryhill, and Swafford (2006), outlines several strategies for facilitators. Firstly, the authors encourage posing questions that are related to student’s postings that are not only directed to one student but asks other students to expound on a thought or idea. By doing this, all students are encouraged to participate rather than feel excluded or think that a post is not related to them causing no response or non-participation. Another step the authors discussed in their 2006 article would be a formulation of “problem-based learning (PBL).”  In this instance, after students were placed in groups, they would be given scenarios to create solutions and encourage ongoing discussions among student groups.  To limit confusion, each group would be given its own space where they can freely discuss issues and compile ideas to present to other participants. The authors however caution against intervening too quickly and to allow students to re-order their steps even if these types of groups may take a longer time to develop their ideas than a traditional face-to-face class environment.

References

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Laureate Education (Producer). (n.d.). Facilitating online learning [Video file]. Retrieved from https://class.waldenu.edu

Lynch, D. J. (2010). Application of Online Discussion and Cooperative Learning Strategies to Online and Blended College Courses. College Student Journal, 44(3), 777-784.

Nanney, B. (2004). Student-centered learning. Retrieved December 12, 2015 from http://ollyusofalhaj.ipgkti.edu.my/sumber/resosbestari/PENDEKATAN/scl/7%20SCL-Nanney.pdf

Refelction

Siemens (n.d.) described it best during his narration of distance education five years ago: “…it seems almost comical, five years ago, if you sat down with someone and said, you’ll be on Skype having a video conference with a group of friends the voice quality clear as if you’re on a telephone, a lot of us thought it would have been impractical…” When the internet was first introduced, I remember it being this wonder that many thought would not last. From the days of dial-up (slow connection speeds) to sharing a telephone and internet line, we have now been ushered into the age where connection to the world is instant and various communication mediums are readily available at our fingertips.

      It is my belief that we as educators will come to the realization that technology and distance education will continue to be intertwined in the next 5 – 20 years. The main factor that is driving the future of distance education is technology, and the rate it advances. A 2009 article published in the Wall Street Journal described the technological advancements best; corporations are able to view feedback and response to technological innovations at a much lower cost almost instantaneously now versus 10 years ago. Education is not stagnant and this is evidence by the new and emerging theories that we have about distance education.

      Previously, education theories were limited to the classroom experience, however, once distance education developed, theories emerged and became popular. For instance, the theory of independent study, the theory of independent study and theory of transactional distance and the theory of industrialization of teaching are only some of distance educations theories that were developed in the past 30 years or so. According to Simonson, Smaldino and Zvacek (2015), Holmbery described the need for theory as a way for educators to gain understanding of what the future of distance education will be and under what circumstances distance education will develop.

      As an instructional designer, one thing we have to remember is there is an audience for distance education and the considerations of that audience is important to what we do. Without our learners, there will not be a market to satisfy and what then will be our future? Gambescia and Paolucci (2009), noted that regardless of the continuing issues faced in distance education, the main issue that lies at the forefront is the topic of academic integrity and fidelity. The article discussed how certain academic fidelity attributes were noted by future participants based on what was seen on a university’s website. The attribute that stood out to me in this study was the presentation of faculty members to students. The study indicated that once it is presented that faculty members were well trained as those in the traditional setting, fidelity was high. It is our responsibility to keep abreast of emerging technologies and also be well trained in order to keep a high confidence level to our participant. Never will we want to appear as “individuals who decided to teach” but rather professionals who are well versed in the education field.

      It is important that we always keep an open mind and embrace the role technology plays in distance education. Any new technology will be met with skepticism at first, but it is an educator’s responsibility to make an attempt to explore how it will be useful in the classroom. In my daughter’s kindergarten class, during the last week of school prior to the Winter break, her classroom teacher sent home a contract to sign for use and guidelines of a school sponsored iPad. Can you imagine what the reaction was initially regarding the costs and other underlying issues in providing every student with an iPad? However, someone or a group had to have been a strong proponent of its use and demonstrated how it would be beneficial to students. It is because of the strong support of instructional designers and theorists why we are able to implement such technologies, and it will be our duty to continue to push these agendas to these emerging technologies a mainstay in our educational environment.

References

Brynjolfsson, E., and Schrage, M. (2009, August 17). The new, faster face of innovation. The Wall Street Journal. Retrieved December 19, 2015, from http://www.wsj.com/articles/SB10001424052970204830304574130820184260340

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Laureate Education (Producer). (n.d.). The future of distance education [Video file]. Retrieved from https://class.waldenu.edu

Simonson, M., Smaldino, S., and Zvacek, S. (2015). Definitions, history, and theories of distance education. In Teaching and learning at a distance: Foundations of distance education (6th eds., pp. 40). Charlotte, NC: Information Age Publishing.