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