Best Practice Guide

Best Practice Guide: Converting a Traditional Face to Face Course to a Blended Learning Course

The scenario presented deals with a training manager that has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new.  The trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment.

To assist the manager in the in the conversion of his training course I have created a best practice guide for him to follow.  The guide contains information on pre-planning strategies, the various roles and responsibilities of instructor and student, and facilitation of communication.

Blended learning environments have several advantages over online courses, utilizing various aspects of both online and face-to-face environments.   “Blended learning is a hybrid of traditional face-to-face and online learning so that instruction occurs both in the classroom and online, and where the online component becomes a natural extension of traditional classroom learning. Blended learning is thus a flexible approach to course design that supports the blending of different times and places for learning, offering some of the conveniences of fully online courses without the complete loss of face-to-face contact. The result is potentially a more robust educational experience than either traditional or fully online learning can offer” (Rovai & Jordan, 2004).  In a blended learning environment between 30% and 70% of instruction will occur in an online setting (Simonson, Smaldino, Albright, & Zvacek, 2012). 

Face-to-face and distance learning have their strengths and weaknesses, and one cannot substitute for another.   A face-to-face environment cannot easily be placed online; creating a discussion board and some activities does not constitute an online course.  Much of the course materials require modification and redesign to successfully integrate into the new online environment.  The trainer also needs to take into consideration the learner and how the online environment will best meet their needs as well as any technology requirements for the course.  The critical part of the process is to consider the components of a successful learning system.  These components are the learners, the content, the method and materials, and the environment, including technology.  The interaction of these components creates the type of learning experience necessary for student learning” (Simonson, Smaldino, Albright, & Zvacek, 2012). 

Pre-Planning Strategies

1.    Analyzing and assessing the needs of the target audience.  Students must understand that there is value to the course.  For the course to be successful it must meet the instructional needs of the students, allowing for flexibility to accommodate various learning styles.  “When the learners have an understanding of the reasons why they are participating in a particular type of instructional activity, they are better able to use that experience to expedite their own learning” (Simonson, Smaldino, Albright, & Zvacek, 2012).   The primary focus is on the student. 

2.    Delivery of instruction.  Two modes of delivery, synchronous and asynchronous communication.  Synchronous delivery allows for instruction in real time, through the use of various technologies, i.e.: video, interactive white board, etc.  Asynchronous requires the learner to be more self-directed, taking ownership on ones learning.  An asynchronous delivery relies more upon Web 2.0 tools, such as discussion boards, blogs, wikis, video, and course readings.

3.    Technology.  Choose technology tools that will allow for ease of use and accessibility.  The instructor must become proficient in the use of technology tools, utilizing them effectively

4.    Learning outcomes.  Learning outcomes are the outcomes or goals you would like your students to achieve at the end of the course.  Activities must be aligned with outcomes to ensure knowledge development and focus in achieving course goals. 

5.    Course Outline or Syllabus.  Develop a structured syllabus, integrating both the face-to-face class meetings and online learning.  The syllabus or “map” will assist the students in understanding of course requirements, expectations, goals and various learning activities and assessments.  The syllabus creates a structured time line assisting students in managing their workload. 

6.    Resource and Course Materials Planning.  Use resources to create tasks that require the student to engage in active learning.  Make sure that all materials are easily accessible and readily available to learners and instructors.

7.    Preparing Students: Introduction and Orientation.  Familiarize the learners with the various tools, materials, technology and communication methods that will be utilized in both the online environment and in class.

Enhancing Learning in the Online Environment

There are a number of areas that could potentially enhance face-to-face learning in an online environment.  The course management system (CMS) allows for a variety of communication methods, from discussion boards to email to wikis.  The CMS is a self-contained system, where all resources, materials, assessments, and grades can be contained in one area.  The CMS allows for ease of use, practicality and mobile solution.  Another enhancing feature in an online environment is the quick availability of information and availability of  various Web 2.0 tools and learning objects. 

Changing Roles in Distance Education

The role of the trainer becomes one of a facilitator rather than a lead presenter as in a traditional face-to-face setting.  As facilitator the instructor’s primary focus is to guide and/or supporting the student, setting expectations, providing feedback and encouraging students in their learning.  In turn, Students must take ownership of their learning, and assume more responsibility in their learning.

Encouraging Online Communication

Since the training will be delivered in a blended learning format, communication will be vastly different online then when in a face-to-face setting.  In the online environment communication will be critical to ensure success.  A great way to encourage the communication between participants is through a discussion board.  An online discussion forum, which that allows for the users to communicate with one another in an asynchronous environment.  “One of the most effective techniques to promote interaction in distance education is the threaded discussion” (Simonson, Smaldino, Albright, & Zvacek 2012).  Discussion board can be used to answer thought provoking questions for discussion, to collaborate with other students for work on group projects, and to ask peers and instructor questions.  Another possible way to increase communication is through Wikis.  Wikis promote and encourage collaboration between users and are an ideal medium for group projects.   Wikis can be used to extend the collaboration of class groups outside of the class.

 Reference:

Rovai, A., & Jordan, H. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. The International Review of Research in Open and Distance Learning, 5(2), Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/192/274

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

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