From Face to Face to Blended Learning: Suggestions and Considerations

Blended Learning

Blended learning, a practice which involves a blend of face to face and online learning and teaching activities, requires planning and careful thought. Anyone planning a blended course needs to employ strategies to ensure that the course is a success.

Simonson, Smaldino, Albright and Zvacek (2012) describe an unfortunate tendency which they describe as “shovel ware,” (p 134), i.e. simply placing the face to face course materials and activities online without any consideration for distance education pedagogy. A training manager planning to increase the quality of interaction and communication among learners therefore needs to consider what practices best suit the online course and which should be retained for face to face. The University of Central Florida has developed a free open education resource (OER) to assist persons planning blended classes. A Blended Learning Toolkit was prepared by the University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). The  kit suggests that instructors should avoid meaningless duplication in the section on building your own course.

On the matter of resources, another strategy to consider before converting the program is to make sure that the company has the legal rights to publish the materials used. Publishing materials online my expose a company to greater scrutiny and, depending on the type of institution at which the training manager works, some fair use policy which enables using some materials for non-profit purposes may see not apply to corporate training which could be construed as being ultimately for profit.

A very important strategy involves considering the learners’ comfort level with the technology used in the online portion of the course and also considering their access to and availability of technology equipment to participate.

Aspects of the original training program could be enhanced in a distance learning format include

Guided and focused asynchronous discussions to achieve key objectives. Durrington, Berryhill, and Swafford (2006) note that creating smaller discussion groups is likely to encourage deeper discussions and avoid students being overwhelmed.

Communication is a necessary element for effective collaboration. Creating engaging online scenarios for group work could also enhance the training experience and improve communication.  Engaging, multimedia presentations accommodating various learning styles which learners may use at their own pace and choice is yet another way in which the original training program may be improved.

In a distance learning environment a trainer’s role is likely to move away from that of a custodian and record keeper to more of that of a guide and facilitator. The popular concept of the “sage on the stage” which may be prevalent in a primarily lecture-based environment is also likely to change. The asynchronous nature of distance education which enables learners to ponder their responses more deeply is likely to result in shared experiences and constructivist learning especially when dealing with adults who bring their experiences with. For this trainees who may need special coaching or encouragement the trainer may also be able to deal with individuals via personal email and thereby become a catalyst for the gifted and support for the struggling.

To encourage the trainees to communicate online the trainer could employ several measures. Clearly outlined expectations via rubrics and other measures are likely to result in a more confident communicator who knows exactly what is expected. Durrington, Berryhill, and Swafford (2006) encourage facilitators to maintain an encouraging and friendly tone. The trainer can set an example as best as possible of good communication practices. Because the training manger is planning the migration to a hybrid model, other trainers may be involved. Training these trainers may be necessary.

Resources

Blended Learning Toolkit

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/

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

A Blended Learning Toolkit was prepared by the University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC).