Best Practices – Converting to a Distance Learning Format

What are some of the pre-planning strategies the trainer needs to consider before converting his program?

            As the trainer begins planning for the conversion, it is important that they consider who the learners are, as well as the objectives that the training is setting out to address.  With these in mind, the trainer should work to ground the delivery in a distance education theory.  According to Dr. Saba (n.d.), theory serves as a guide or a map to help practice. Equivalency theory is a practical place to start, which focuses on learning outcomes. The goal is not to create an identical experience to the classroom experience, but to provide an equivalent learning experience to meet those outcomes (Simonson, n.d.).  In a training situation, where adults are the primary audience, Andragogy is also valuable to help understand the characteristics of learners as well as the characteristics of systems that will support their learning at a distance.

What aspects of his original training program could be enhanced in the distance learning format?

 

All aspects of the original training program should be looked at to see how they could be enhanced in a distance format.  Beldarrain (2006) states that regardless of the delivery method, technology should:

(1) Encourage contact between students and faculty.

(2) Develop reciprocity and cooperation among students.

(3) Use active learning techniques.

(4) Give prompt feedback.

(5) Emphasize time on task.

(6) Communicate high expectations.

(7) Respect diverse talents and ways of learning.

How will his role, as trainer, change in a distance learning environment?

 

            Generally, trainers are used to functioning in a “teacher-centered” model.  A distance model which uses andragogy as the theoretical framework is however a “student-centered” model.  The trainer needs to be prepared to move from simply delivering content, to facilitating learners in actively engaging and participating in the process (Simonson, Smaldino, Albright, & Zvacek, 2009).

What steps should the trainer take to encourage the trainees to communicate online?

 

            The two primary things that a trainer can do to encourage trainees to communicate online are establishing a classroom culture that is conducive to learning and establish the rules of etiquette to be used within the online environment (Simonson, et al 2009).

            Establishing a culture (or environment) that promotes respect and dignity for the adult learner is a key component of Andragogy (Simonson, et al 2009).  The creation of the culture is the responsibility of all participants, but since students do tend to look to the trainer for leadership (Paz Dennen, V. 2005), the trainer does play an important role.

            Particularly if learners are new to an online environment, it is important that they understand the complexity of the setting and how to participate in an appropriate manner. Adult learners need to feel supported and it is important that ground rules are established so comments are not directed toward a person (Simonson, et al 2009).  The trainer plays a vital role in establishing and maintaining the etiquette of a classroom which will help ensure that all participants have the experience of being supported.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Paz Dennen, v. (2005) From Message Posting to Learning Dialogues: Factors affecting learner participation in asynchronous discussion. Distance Education, 26 (1)127–148.

Saba, Theory and Distance Learning [Video] (n.d.)

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

The Impact of Open Source

I had certainly heard about “open courses” offered by a number of universities in the past, but had never taken the time to explore one of them before. This week, I looked through the courses available through the Open Yale courses program: http://oyc.yale.edu/   In particular, I looked at “PLSC 114: Introduction to Political Philosophy (Fall, 2006)” which can be found at: http://oyc.yale.edu/political-science/introduction-to-political-philosophy

Simonson et. al (2009) list a number of sets of best practices in course design for distance education. If we look at this Open Yale courses against the six criteria used to design the World Bank’s Global Development Learning Network, these “open courses” do not meet any of the criteria:

1.    They are based on clearly established learning needs and built around succinct statements of outcome.
- The Syllabus outlines what will be “taught”, but not outcomes.

2.    They are based on a variety of teaching and learning strategies and methods that are activity based….
- Teaching strategies include lectures and readings, no learning strategies are addressed.

3.    Effective distance learning materials are experiential… they address the learner’s life experience….
- Learners get the experience of listening to a lecture or reading – and participating in a survey at the end.

4.    Quality distance learning programs are participatory in that they emphasize the involvement of the learner in all facets of program development and delivery.
- This is where the course really falls short. The program is instructor centered, not learner centered.

5.    Successful distance learning programs are interactive and allow frequent opportunities for participants to engage in a dialogue with subject-matter experts and other learners.
- Absolutely no opportunity to engage in dialogue with the instructor, experts or other learners.

6.    Learner support systems are an integral part of any successful distance learning program.
- Learner support is essentially a FAQ page to assist with technical issues.

Are they really courses?

I’m not sure that it is fully appropriate to call these “courses”, as there is no opportunity for interaction available with the instructor, or others who may be participating in the course. The aim expressed on the Open Yale courses site is “to expand access to educational materials for all who wish to learn.” (Yale, 2011). Absolutely, this project has made materials available – but are materials on their own a “course”? Where is the interaction, the evaluation and the application of learning? If they are looked at purely as “resources”, they are excellent – but when judged as “courses” they fall short.

I couldn’t help but think of the line from the movie Good Will Hunting (1997). , “…you dropped a hundred and fifty grand on a ****** education you coulda' got for a dollar fifty in late charges at the public library”.  I remember thinking when I heard that line the first time that dear Will had missed the point of education. It’s about more than just acquiring knowledge through books (or online lectures). While I commend Yale for putting these “resources” online – they are just that – resources and are not an education.

References:
Open Yale courses, (2011). Retrieved from: http://oyc.yale.edu/

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