Best Practice Guide

1. Fernando Dickens
Walden University
2012
Best Practice Guide

2. Converting to a distance learning format
Scenario: A training manager has been frustrated with the quality of communication
among trainees in his face-to-face training sessions and wants to try something new.
With his supervisor’s permission, 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. In addition, he is considering putting all of his training materials on a
server so that the trainees have access to resources and assignments at all times.
In this scenario, the training manager has to determine the best alternative for the
conversion to the blended learning environment. The following questions are
addressed:
 What are some of the pre-planning strategies the trainer needs to consider
before converting his program?
 What aspects of his original training program could be enhanced in the distance
learning format?
 How will his role, as trainer, change in a distance learning environment?
 What steps should the trainer take to encourage the trainees to communicate
online?
What are some of the pre-planning strategies the trainer needs to consider
before converting his program?
For successful learning to take place, it is vital to determine what works and what
needs to be improved. Evaluation leads to revision of instruction, and revision of

3. Converting to a distance learning format
instruction helps secure the final outcome of helping students learn (Smaldino, Lowther,
& Russell, 2007). The process of systematic planning for instruction is the outcome of
many years of research and a critical part of the process is to consider the components
of a successful learning system (Dick et al, 2009). Before converting the face-to-face
training sessions to the blended format, the manager must consider the learners that
will participate in the sessions, the content to be presented, the method of delivery, and
the environment (Simonson et al, 2012).
Considerations Issues to Address
Learner Number of Students
General Characteristics
Cultural, social and economic background
Content Nature of content
Sequence of Information
Concept, knowledge, and specific skills
need to be identified (Dick et al, 2009)
Method of Deliver Strategies that Engage the Learner
Media and availability of resources for
creating media and technologies
Visuals
Environment Technology – student knowledge
Resources – availability
Setting where training will take place

4. Converting to a distance learning format
Next, blended learning occurs when students debate and discuss scholarly ideas
in an asynchronous forum and then bring in the instructor for a synchronous chat or
video conference. Blended courses can be employed when the instructor feels that the
online activities are more productive learning experiences for students. A blended
learning environment is associated with face-to-face instruction that incorporates some
form of technology-based learning experience, either inside or outside the classroom
(Simonson et al, 2012). In other words both face-to-face and online learning. This will
require that the course manager develop content that can be utilized to accommodate
both forms of instruction. The content must be organized and sequenced with an
orientation toward prescribed outcomes (Dabbagh & Bannan-Ritland, 2005).
Lastly, since the materials will be stored on a server, course management
systems (CMS) offer components that structure the resources for deliver (Simonson et
al, 2012) and are a valuable tool to incorporate into a distance learning experience.
This will allow the instructor to track student progress as well as give the students the
option of being able to log on and work anytime, anyplace, and anywhere.

5. Converting to a distance learning format
What aspects of his original training program could be enhanced in the distance
learning format?
First, what is essential is that students understand how the course will
function so that they can be better prepared to participate (Simonson et al, 2012). The
syllabus is the single most important document an instructor can prepare (Simonson et
al, 2012).
Next, instructional materials are an essential element to ensuring quality learning
experiences (Herring & Smaldino, 2001; Smaldino, Lowther, & Russell, 2011).
Materials should be designed to engage the learner as well as exploring content.
Lastly, teaching methods should be chosen based on the characteristics of the
instructor, students, content, and delivery system. Both environments suggest the need
for careful design of instruction (Herring & Smaldino, 2001). Just-in-time learning is a
phrase used most often by trainers in private business which provides instruction in the
form of online modules specific to the topic (Simonson et al, 2012).
How will his role, as trainer, change in a distance learning environment?
The role of the instructor will continue to shift and change in a blended online learning
environment. Because of the delivery of instruction, instructors must develop or possess

6. Converting to a distance learning format
skills in multiple teaching and learning environments. Instead of reducing the
importance of the instructor, access to an instructor is more essential. In effect, as
blended learning nurtures greater choices and learning opportunities, and various
instructional skills will become more prominent, including coaching, mentoring, and
counseling (Bonk et al, n.d.).
What steps should the trainer take to encourage the trainees to communicate
online?
Blended learning connects people, activities, and events. One of the most effective
techniques to promote interaction in distance education is the threaded discussion
(Simonson et al, 2012). Creating a learning community involves both the instructor and
the students (Palloff & Pratt, 2007). Several authors have suggested icebreakers as a
means to developing a community among the participants in the class (Conrad &
Donaldson, 2004; Herring & Smaldino, 2001).
REFERENCES
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at
a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
Herring, M. & Smaldino, S. (2001), Planning for interactive distance education: A
handbook (2nd ed). Bloomington, IN: AECT Publications.
Smaldino, S., Lowther, D., & Russell, J. (2007). Instructional technology and media for
learning (9th ed., Upper Saddle River, NJ; Prentice Hall.

7. Converting to a distance learning format
Dick, W., Carey, L. & Carey J.O. (2009). The systematic design of instruction (7th ed.),
New York; Longman.
Dabbagh, N., & Bannan-Ritland, B. (2005). Students’ perception of online courses; The
effect of online course experience. Quarterly Review of Distance Education, 10(1), 9-
26.
Smaldino, S., Lowther, D., & Russell, J. (2011). Instructional technology and media for
learning (10th ed., Columbus, OH: Merrill/Prentice Hall.
Bonk, Curtis J., Kim, Kyong-Jee,& Zeng, Tingting (n.d.), Future Directions of Blended
Learning in Higher Education and Workplace Learning Settings; Retreived 12 April 2012
from http://www.publicationshare.com/c083_bonk_future.pdf