Making a Transition: Converting to a Distance Learning Format

Making a transition from a traditional, face-to-face, learning environment to a blended (hybrid) or distance education environment poses many questions at times left unanswered without additional guidance and best practices. This guide is intended to provide a high level overview of best practice methods and/or considerations when taking steps to transition from one learning delivery method to another, specifically traditional to blended or distance learning.


Converting to a Distance Learning Format

Before reading further take a moment to think about the objectives, desired goals, and intent of the course being considered for distance learning conversion. If the previous sentence prompted a second guess or generated more questions then take some additional time to consider the need of converting any courses to a distance learning format. Ready? If so, then a considerable amount of time has been taken to understand the objectives, desired goals, and intent of the course being considered for conversion to a distance learning format. This guide is intended to outline some of the best practices when considering the transition from traditional face-to-face (F2F) learning course to a distance learning format.

Whether the transition is from a F2F learning environment to a blended (hybrid) learning environment (Simonson, Smaldino, Albright, & Zvacek, 2009), or to a strictly asynchronous internet, or intranet, based environment, the following information is outlined to create a framework to aid in the process of a successful conversion. However, one underlying importance of this guide is to drive the understanding that it is highly critical and essential to harness a strong and continuous relationship with the learning audience to ensure overall success. Trainer, instructors, and facilitators must be able to actively and continuously engage the learners while assessing the learners’ comprehension and cognitive skills to drive success. Durrington, Berryhill, and Swafford highly encourage learner support as “the change in delivery system from traditional face-to-face instruction to an online mode presents challenges to distance education…” (para.3). Lack of learner support and/or guidance would foster a potentially unstable learning environment and decrease the chance of goal attainment. While reading the various sections of this document keep this in the forefront of thought to promote a better sense of judgment in delivery method and course content transition.

Pre-Planning Strategies
Aside from determining whether such a transition is ideal for the course and its learners, there are various aspects of consideration. Pre-planning strategies can serve as a preparatory checklist to making the final decision to move forward in the conversion efforts. Although the following is not a comprehensive list of pre-planning strategies, it does draw out some of the most important ones.

Course Assessment
Before drafting out graphic representations of interactive modules and storyboarding Adobe Flash designs, it is critical to assess the course(s) intended for transition to determine the efficacy and/or potential impacts of transition. While assessing the existing courses intended for transition attempt to gauge what components of the course would translate effectively in a different format, whether F2F or in a distance learner environment (Laureate Education, Inc., n.d.). If it is discovered that some of the courses would be more effective in their current state then assess the next course and so on until all courses have been reviewed and a determination has been made on the best method and mode to deliver the course content.

Learner Assessment
Course and learner assessment, at times, can be equated to the “chicken and the egg” theory or discussion. Which one should come first? Frankly, it may demand on the familiarity of both. However, the main consideration when approaching the learner assessment would be to focus of the attributed of the learning audience and identify areas of opportunity in relation to learner adaptability and/or comfort. Motivation and interactivity are commonplace attributes when speaking of learner success in a distance education environment (Simonson, Smaldino, Albright, & Zvacek, 2009; Lambert, Kalyuga, & Capan, 2009; Durrington, Berryhill, & Swafford, 2006). Addressing the variations in learner attributes provides another framework on the best method on how to approach the conversion or how to enable the learner with the appropriate tools to be successful in managing and completing the course(s). Some learner attributes to consider would be:

• Preferred method of training delivery (asynchronous vs. synchronous)
• Self-motivating
• Technological “know how”

To aid in this assessment process it is recommended to review studies or analyses related to learner attributes. For example, Jegede and Kirkwood (1992) evaluate the adult learner and the introduction to distance learning has on a learner’s anxiety, lifestyle, and success.

Asynchronous versus Synchronous
Another aspect to consider during the pre-planning strategy is whether or not components of the course will be delivered asynchronously or synchronously. Asynchronous methods should be considered when there is limited need to have real-time interactions with a learner versus a synchronous method which offers the flexibility to real-time interactions with the learner whether in or out of the classroom. Some considerations when making the decision to take an asynchronous and/or synchronous approach are encompassing of some of the following pre-planning strategies such as budgetary concerns and accessibility.

Budgetary Considerations
Drafting a strong project plan can aid in discussions concerning budgetary considerations and return on investment (ROI). Although through various evaluations and feedback sessions areas of opportunity have been identified in relation to the course learning delivery mode or method, much of any of the recommended edits or changes to the existing materials will take time and at times it can be substantial. Financial buy-in can be a critical contributing factor in the consideration of the overall design and approach to the course transition. Simonson, Smaldino, Albright, and Zvacek (2009) speak to the realism in effective business planning when considering distance education (p. 328 – 329). Although much of the feedback provided is in direct relation to the platform or delivery and design components of a distance learning course, it must be understood that these aspects also generate a need for revenue. The ROI must be transparent to the stockholders to ensure a potential budgetary foundation that is a strong and solid one. If the means far exceed the dollars allotted to the project or overall effort reconsider the approach and spend within the budgetary means.

Accessibility
Once any budgetary concerns have been addressed and solidified, it’s time to start thinking about accessibility. Remember, think outside the box. Accessibility considerations should be taken into account for the learner, instructor, facilitator, and any other individual that is required to have access to the course and its content. If it has been determined that a portion of the course content requires role playing this is an opportune moment to draft out effective and efficient methods on how to incorporate this into the course to meet the desired goal(s). Mantyla (1999) offers various methods of adapting existing F2F exercises to a distance learning environment. For instance, Mantyl offers video teleconferencing as a potential option in meeting such an instructional design problem (p.87). Yet when considering the various possibilities it is essential to think realistically and within the limitations of the receiving and delivering audience. Referencing this example, some questions to possibly consider would be:

• If delivered by video teleconferencing, will the learners have access to view the media during the teleconference?
• If the learners require accessibility to the video teleconferencing media and related equipment, whom will be responsible for purchasing, delivering, enabling, managing , and aiding technical support of the equipment?

Although the above list only captures a few questions to consider in relation to the noted example, it should be understood that a more comprehensive list of questions would aid in understanding the accessibility needs and potential impacts on a larger scale.

Bandwidth/Connectivity
After it has been determined the most effective and efficient manner method or mode of accessibility, the next consideration would be bandwidth and connectivity. Even though bandwidth and connectivity are terms most often related to the utilization of the intra- or internet, it is important to understand that these terms are also interchangeable in other environments. Bandwidth, at times, is used in relation to the resources, whether electronic or human, available to aid the success of the project. Without taking the amount of bandwidth of the resources into consideration, energies could be exhausted before the project gets off the ground. Connectivity is also another important term. If it has been decided that a portion of the course should be delivered utilizing the intra- or internet, it is critical to understand how the connectivity is enable and maintained. Build a relationship with the technical team as well as the operations or maintenance personnel. Keep in mind, connectivity is not only related to successfully accessing an online course but also relates to the equipment that allows such access. Electrical power, computer passwords, and other aspects of the F2F and distance learning environments also provide a source or method of connectivity. To mitigate any risks in this area revisit technical specifications and worker commitments and availability.

From Trainer to Facilitator
At times, the transition from a F2F environment calls for the transformation of the role of trainer or instructor to facilitator. No need to have great concerns, a transition from trainer to facilitator would not limit the interactions with the learning audience in fact it may be of an equal or greater effort to maintain interaction among the learners. The main variation between trainer/instructor and facilitator is how the approach to the course content will be managed. In a F2F environment a trainer/instructor would engage the learner through didactic sessions and direct questioning.

A facilitator, whether in a F2F or distance environment, would approach the learner from a more guided perspective through thought provoking questioning methods. However, regardless of the role, it is important to maintain a positive classroom culture. Simonson, Smaldino, Albright, and Zvacek (2009) argue the importance of creating a collaborative classroom culture through the generation of continuous engagement by discussions or group work assignments (p. 165- 166).

Other aspects to consider in relation to role transition from trainer/instructor to facilitator would be the expansion of personal knowledge of the learning audience, distance education, distance learning, and how effective the actions taken in the new role equate to the old. As previously mentioned, building strong partnerships with other department personnel would aid in the success of the course project. Yesterday trainers may have managed 95% of course updates and troubleshooting scenarios. Tomorrow there may be a need to partner with others, such as instructional designers, graphic artists, and technicians to ensure the course is deliverable.


Enhancing the Original Training Program
Contingent upon what the desired goals/objectives will determine what aspects of the original training program could be enhanced in the distance learning components. Much of this would be considered upon the pre-planning phase of the project, more so during the course and learner assessments with great consideration of the budgetary limits. So ways to enhance the original training program, or components of the training program, would be to consider programs or applications that offer user-friendly navigation, accessibility, and would be cost effective. Dependent upon the intended design, some of the following programs or applications could enhance the F2F and distance learning experience:

• Wikis – A web 2.0 capability which promotes asynchronous interactivity and collaboration (i.e. Wikileaks (http://213.251.145.96/))
• Blogs – A web 2.0 capability which promotes interactivity, collaboration, and chronicling (i.e. Google blogspot (http://googleblog.blogspot.com/))
• SharePoint – Provides capabilities which serve as a document repository and encompasses web 2.0 features (i.e. wiki pages and blogs) to enhance interactivity
• Podcasts – Audio or video broadcasting through the internet by method of a media player. Provides the option of enhancing the learning experience in an asynchronous or synchronous learning environment (Simonson, Smaldino, Albright, & Zvacek)

Whichever chosen method, the most critical to remember is keeping the learner engaged through interactivity but ensuring to minimize cognitive overload (Lambert, Kalyuga, & Capan, (2009). Best of luck in a sure to be adventurous instructional design journey!


Resources
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/

Jegede, O. & Kirkwood, J. (1992). Students' anxiety in learning through distance education. Retrieved from http://www.eric.ed.gov/PDFS/ED360476.pdf

Lambert, J., Kalyuga, S., & Capan, L. (2009). Student perceptions and cognitive load: What can they tell us about e-learning web 2.0 course design?. E-Learning, 6(2), 150-163. Retrieved from http://dx.doi.org/10.2304/elea.2009.6.2.150

Laureate Education, Inc. (Producer). (n.d). Delivery Analysis. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1

Mantyla, K. (1999). Interactive distance learning exercises that really work!. Virginia: American Society for Training & Development.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson Education, Inc.