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.

Open Source Distance Learning

Autonomy in learning has infinite possibilities for the learner and educational institutional by promoting learner responsibility, determination, drive, and various characteristics in relation to student-centered learning (Simonson, Smaldino, Albright, & Zvacek, 2009). A recent solution to broaden a learner’s educational experience, limit costs, and continuously promote autonomy has been bundled in what is called open source courses. Open source courses provide free public online access to various educational institutional (i.e. college and university) courses. Although open source courses are not credit-based or matriculating courses, they offer the same caliber of information in which a student enrolled with the institution would have received (Simonson, Smaldino, Albright, & Zvacek, 2009). As an instructional designer, open source courses may also be considered an option to an instructional problem. To better understand the features and functionality of an open source environment the MIT open source portal and two courses: SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006) were reviewed.

Upon first glance the MIT open source portal appeared to been pre-planned and designed to meet the needs of a distance learning environment. However, after navigating through the introductory pages a few discoveries were made. Although pre-planning may have been conducted there were still areas of opportunity from a structural or navigational perspective. As identified by Piskurich (Laureate Education, Inc., n.d.). the initial stages of developing an online course should consist of storyboarding and site mapping. In this case, the site mapping component required more attention. For instance, the overview referencing the tools and “how to” criteria for the portal and courses was hidden under the help menu. Unfortunately, it was not obvious, from an end-user or learner perspective that this information should be viewed prior to proceeding with the available courses. It lacked directed navigation on where and how to start. After some time, a video, Getting Started with OCW (n.d.), file was discovered that enabled further learner engagement.



In relation to the two reviewed courses, SP.400 Special Topics in Women, Spring 2010 (King, 2010) and PE.720 Weight Training, Spring 2006 (Taylor, 2006), the effectiveness in pre-planning differed. Each course presented a navigational bar on the left of the main page of the course, and the navigational bar provided hyperlinks to the various components such as the syllabus and related materials necessary for the learner’s success. However, from a learner’s perspective SP.400 Special Topics in Women, Spring 2010 (King, 2010) provided a limited amount of detailed information in reference to the subject matter.

Although student writing samples were made available for the SP.400 Special Topics in Women, Spring 2010 (King, 2010) course, this method alleviated the ideal interaction that other online distance education courses promote among colleagues and instructor frequently engaged with the course. The lack of instructional guidance for this course leaves the learner open for self-interpretation versus direct guidance and comprehension of the subject matter and suggested readings. For those unfamiliar with the subject matter or limited monetary resources, the need to purchase the readings with limited information could potentially generate the sense of isolation from the learning experience or leave the learner uninterested in proceeding with the course altogether. The course assignments highlighted the opportunity to read certain books related to the subject matter, but did not offer the chance to interact with others regarding the topic of discussion which had been offered to those enrolled in the course with the educational institution diminishing an avenue towards effective active learning. A learner interested in this course must have a strong desire to proceed without the assistance of others; the learner must be able to work autonomously.

Conversely, PE.720 Weight Training, Spring 2006 (Taylor, 2006) provided a valued amount of detailed information in reference to the subject matter. Video references and detailed lecture notes provided guidance regarding the physical exercises and how to execute each exercise properly. From a technical aspect, the accessibility of the detailed lecture notes via Adobe Acrobat reader when the option to download the video programs were not a viable option made the learning experience better. In addition, the course identified some of the technical requirements upon the introduction to the course which allowed transparency to the needs of the learner to be successful in taking the course. To effectively promote active learning, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course promoted the need for potential engagement with others when practicing lifts (i.e. spotter) or when utilizing a gym.

As outlined by Simonson, Smaldino, Albright, and Zvacek (2009), the fundamentals of online teaching serve as a framework or guideline for instructional designers regarding the efforts towards creating an effective online distance learning course (pp. 248 – 251). Between the two courses, the PE.720 Weight Training, Spring 2006 (Taylor, 2006) course was found to be more effective and provided a more organized layout. Each made attempts to apply some of these guidelines to promote learner success. The courses alleviated cognitive overload through effective site mapping and promoting self-paced, or student-centered (Simonson, Smaldino, Albright, & Zvacek, 2009), learning. Yet whether distance learning occurs through the methods of open source capabilities, course management systems, learning management systems, or in a traditional classroom setting, it is important to consider the utilization of a structured learning model such as ADDIE (Learning Theories Knowledgebase, 2010). Without a firm foundation to structure a course or training, learning may be haphazard and detrimental to its learners.

Resources

King, Sarah E. SP.400 special topics in women, spring 2010. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/special-programs/sp-400-special-topics-in-women-gender-studies-seminar-latina-womens-voices-spring-2010/

Laureate Education, Inc. (Producer). (n.d.). Planning and designing online courses. 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

Learning Theories Knowledgebase (2010, May). ADDIE Model. Learning-Theories.com. Retrieved from http://www.learning-theories.com/addie-model.html

Massachusetts Institute of Technology: MIT OpenCourseWare (Producer). (n.d.). Getting started with OCW. Video file retrieved from http://ocw.mit.edu/help/get-started-with-ocw/

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

Taylor, H. PE.720 weight training, spring 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare). Retrieved from http://ocw.mit.edu/courses/athletics-physical-education-and-recreation/pe-720-weight-training-spring-2006/

Making Distance Education Tools Work for Schools

Moments can be recalled when anticipation would set in awaiting the class trip to the Museum of Modern Art and the Metropolitan Museum of Art. Luckily being a resident of New Jersey, the travel time and distance were not a deterrent for a high school class to take on a journey of history and the arts. However, Shale Gardner faced such a dilemma with her high school history class in San Diego, California. Professor Gardner, excited about teaching the history of man and art to her students, decided a class trip was in order to broaden the students’ comprehension and culture. Unfortunately, due to educational budget cuts and restrictive policies, Professor Gardner was unable to travel outside of the state for such a venture. So, without hesitation, Professor Gardner reached out to the school district’s instructional design team for additional insight and/or assistance. As one of the instructional designers on the team, after hearing about Professor Gardner’s goal and determination, there was not second guessing taking on this project. The following provides an overview of the approach in which the design team presented to Professor Gardner to fulfill the needs of the class and provide a memorable, as well as knowledgeable, experience for the students.

The “Tour”

One key aspect to consider when tackling an instructional design problem is will the end product be just as effective in delivery as it is in presentation or packaging? Professor Gardner requested that the students have the capability to take a “tour” of the desired museums and have the functionality available to interact with museum curators and view the displayed exhibits. To answer this instructional problem, the design team presented the concept of a virtual three-dimensional tour. The tour (or course) will allow each student to access the module remotely at the same time without interfering with another’s entry. Upon entry each student would be prompted to create an avatar from a basic selection of characteristics to represent him or herself. Once created, each avatar will be visible to others taking the tour. This creates a student-centered learning environment (Simonson, Smaldino, Albright, & Zvacek, 2009) which provides the students a sense of being virtually together inside the museum regardless of their physical locations, similar to the Madden NFL™ programs but without the tackling, and allows each student to flexibility to venture the different exhibits at his or her own pace.

Another example from an educational perspective that has been noted by Berrien RESA, in 2008, as a successful three-dimensional learning tool is NASA digital learning network. Although accessibility is granted to the public, there are specific sections geared towards educators and highly informative for students of various levels of education. This site offers various supplemental tools such as guides, posters, and interactive games to aid on an instructors needs and/or a learners’ success.

Although virtual tours, worlds, or reality may depict an appealing method of interactivity, there is a greater need to ensure each student is actively learning. To fulfill the students’ learning needs, each student, regardless of the selected exhibit, will be presented by a museum curator with a series of questions for each student to answer. From a programming perspective, each question may be uploaded by the professor and linked to a learning management system (LMS) in order to assess the each student’s progress. This will allow the professor to gauge the need for intervention and allowing the course to take on a blended approach rather than solely student-centered. Such an assessment will not only engage the students and allow for greater comprehension, but also prepare the students for the required peer forum discussions.

The Forum

Once each student has completed the tour, the professor requested the capability for each student to interact with each other regarding a selected topic or group of topics. In order to best solve this problem, the designers opted to introduce the use of an LMS (i.e. Haiku) that provides the ability to create content blocks to capture images and text and offers the incorporation of discussion boards and/or blogs. Simonson, Smaldino, Albright, and Zvacek (2009) argue that the incorporation of a virtual word and the utilization of web 2.0 functionality (i.e. blogs) will enable and promote an asynchronous learning environment but to be certain to consider the reasoning and method(s) in which the course is delivered and to deter from “shoveling” the desired course information to avoid the opportunity of student-centered learning opportunities (p. 234 – 235). Although each student may access the discussion board and/or blogs remotely, the purpose of such discussion will prompt both asynchronous and synchronous methods of learning comprehension enabling flexibility for the professor and the students. While the virtual tour provides engagement through visual and kinesthetic stimulation, the benefit of the incorporation of the web 2.0 capabilities provides an arena for the enhancement of cognitive learning and offers the option to the professor and the students to interact real-time or on off times.

The 2010 Edublog awards provide visibility to some of the top innovative methods and educators that utilize web 2.0 capabilities to educate students at a distance. An example the successful incorporation of web 2.0 capabilities within the educational arena is demonstrated by a teacher’s extraordinary efforts to engage her third grade students in educational blogging. Linda Yollis, a California elementary school teacher, was a recipient of the 2010 Edublog Best Class Blog and Lifetime Achievement award. Yollis and educational colleague, Morris, speak to the benefits of educational blogs and blogging via a podcast interview (Betcher, 2011). Yollis and Morris have created a learning environment between each of each of their classes in the United States and Australia, respectively, though blogging. Each teacher urges educators to start on a smaller scale (i.e. stories) and provide the learners with the appropriate overview educational tools on how to be successful in blogging. The teachers strive to have a greater connection with other classrooms and students across the world. Yollis and Morris state that one key to success is to initiate and continue to maintain the relationships amongst the students. Yollis argued that such a learning method must be introduced during early education and the buy-in from parents of students is critical. The concern of online bullying provided distain and great concern for students’ safety. Yollis was able to successfully introduce the web 2.0 capabilities by initially making the use of the delivery method on a volunteer basis and ensuring to keep the parents actively involved in the students’ participation. With this in mind, the designers provided a comparison to Professor Gardner’s instructor-led course and the benefits of Yollis’s success in using web 2.0 capabilities.

The Decision

After a long review process, needs analysis, and assessment, Professor Gardner and the school board agreed to the implementation and delivery method of the course for utilization across the each district. The decision allowed for accessibility to all professors interested in providing the opportunity for students within one class or across multiple to learn about art history. The introduction of online learning to schools, universities, corporations, and the like extend the reach of education to various individuals that may have not been granted such privileges in the past. Yet with each benefit there must be heeded caution in regards to any areas of opportunity potential foreseen and unforeseen amongst the intended learner or group of learners. With such consideration, the job of the instructional designer can potentially be much easier to meet the needs of such a project.

Resources

Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderland, L., & Brizee, A. (2010, May 5). Reference list: electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/

American Psychological Association (2011). How do you cite an entire website (but not a specific document on that site)? http://www.apastyle.org/learn/faqs/cite-website.aspx

Betcher, C. (2011, January 20). The virtual staffroom. VSR38: student voice. Podcast retrieved from http://virtualstaffroom.net/?powerpress_pinw=349-podcast

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