Converting to Distance or Blended Learning

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When making the shift from synchronous, face-to-face instruction, to that of blended online instruction, several considerations must be addressed.  Using the tried and true A.D.D.I.E. model, here are some basics that should be considered first.

 

 

Analyze

·      Characteristics of the learner.

·      Goals of the program.

·      Outcomes of communication among participants.

·      Technology available to the trainer and participants.

Design

·      Asynchronous discussions and activities

·      Synchronous lessons and discussions for face-to-face

·      Assessments to determine whether participants have met the intended goals

Develop

·      Online components

·      Face-to-face components

·      Supporting materials for the facilitator and the participants such as a syllabus, orientation to the online environment, and a guide to the requirements and expectations of the course

·      Assessments for the evaluation of project success

Implement

·      Train the facilitator

·      Train the participants

·      Pilot the blended course with a group

Evaluate

·      Did the outcomes match the goals of the course?

·      What benefits did teacher and students state of the online component?

·      What obstacles did the online component create?

·      What improvements should be made?  (Morrison, Ross, Kalman, & Kemp, 2011).

Enhancements Afforded by the Shift:

Discussions and review materials would be enhanced in the online environment because all students could share their views, as well as affording the teacher the ability to hold students accountable for meeting specific criteria for quality discussion posts (Stacey, & Wiesenberg, 2007).   

Adjustments to Present Instructional Practices:

Rather than lecturing or presenting information, the trainer can moderate and facilitate the online discussions; this will create a richer community allowing for greater understanding of students and material when the face-to-face sessions occur.  The instructor can bring out the best from the asynchronous communication to go deeper into the content or allow time for participants to collaborate on projects (Gedik, Kiraz, & Özden, 2012).

How to Encourage Online Participation When Students are Online:

By addressing material from the online communication in the face-to-face course, as well as providing meaningful discussions and skillful facilitation of the online component, students will be more motivated to complete the online component of the training.  Additionally, the instructor can share information concerning the importance of online discussions and the benefits students will receive from their active participation (So, & Bush, 2008).

Sample Guide for Making the Shift

References:

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Gedik, N., Kiraz, E., & Özden, M. Y. (2012).  The optimum blend: Affordances and

challenges of blended learning for students.  Turkish Online Journal of Qualitative Inquiry, July 2012, 3(3), 102-117.

Morrison, G. R., Ross, S. M., Kalman, H.K., & Kemp, J.E. (2011).  Designing effective

instruction. (6th ed.).  Hoboken, NJ: John Wiley & Sons, Inc.

So, H., & Bush, T. A. (2008).  Student perceptions of collaborative learning, social

presence and satisfaction in a blended learning environment: Relationships and critical factors.  Computers & Education, 51, 318-336.

Stacey, E. & Wiesenberg, F. (2007).  A study of face-to-face and online teaching

philosophies in Canada and Australia.  Journal of Distance Education, 22(1), 19-40.