This application will examine the best practices for
a training manager to improve the quality of communication among trainees in
his face-to-face training sessions. The training manager will create a new
approach and convert all of his modules into a blended learning format. This essay will explore tips and ideas when
converting face-to-face training sessions to a blending learning format.
Simonson, Smaldino, Albright, & Zvacek (2012),
describes distributing learning is “most often associated with face-to-face
(f2f) instruction that incorporates some form of technology based instruction
(p. 197). Simonson et al. (2012)
mentions that distributed learning is often called blended learning because
learning materials can be located on a server and accessed any time. A more specific distributed learning model
that I would suggest for our instructor is the “flipped” classroom approach.
Provini (2014) states that flipped classrooms use
web-enabled technologies (e.g. screencasts or lecture capture) that allow
instructors to spend class time assisting students rather than lecturing
them. This strategy “most often involves
assigning students an instructional video to watch online as homework, while
problem-solving or other hands-on work occurs class time” (Provini, 2014, para.
1). There are many benefits for a blended
classroom. Some benefits to the flipped
approach is that it allows for more collaboration between student and
teacher. Since, the class time is not
spent on the lecture, students can work on activities (e.g. problem based
learning) and use the class time to communicate with the teacher and fellow
students (Provini, 2014). Instructors
can often benefit by spending less time on grading since students “are doing
what used to be homework in class, and getting instant feedback on it” (Provini,
2014, para. 5). Moreover, Miller (2012)
describes in his article with Educatopia that one of the benefits of the
flipped classroom is that it moves a “classroom towards student construction of
knowledge rather than the teacher having to tell the knowledge to students”
(para 2).
Provini (2014) describes in her article that
instructors should start off slow. As
stated earlier, our training manager wants to place all of his modules
online. I would suggest that our
training manager approach this program slowly.
He can partner with a fellow instructor who can assist with the lecture
capture. If a course meets three times a week (e.g. Monday, Wednesday and
Friday), he should consider having one class (e.g. the Wednesday class) flipped
and the other classes (i.e. Monday and Friday) use the traditional face-to-face
lecture sessions. Once the instructor
becomes more confident with the tools and flipped classroom, he or she can
expand the offering to more or all of the class times. Provini (2012) suggests that experience
“flippers” should keep their video lectures short (between 10 to 15 minutes
long). I would suggest that beginners
start off with one software program to create their instructional videos and
just work on the basic lecture capture techniques. Software companies such as Techsmith create
powerful lecture capture software such as Camtasia and screencast.com for video
hosting services. Using one platform
will help ease the learning curve and allow educators to focus on creating good
instruction. Another good way for the instructor
to learn about a flipped classroom is for him to enroll into another flipped
classroom as a student. For example, I
enrolled into Walden’s online University to learn Instructional Design through the lens of a
distance learner. I am an eLearning
Manager by trade but I have learned a lot by taking courses as a student.
Instructors should consider if the subject matter is
the best approach for the flipped classroom. Provini (2012) mentions that the
most common flipped classrooms are math, science and technology. However, more “theory-based courses, there’s
still a place for [in-class] lectures” (Provini, 2012, para 9).
Simonson et al. (2012) describe problem based
learning is most successful when “they provide opportunities for students to
work collaboratively with peers toward resolution” (p. 277). Once the
instructor create the videos for students to watch at home, the next step is to
create the tools for communication in the classroom. Problem based learning is a fantastic
approach to consider. Especially if the
goal of the instructor is to facilitate communication. Further, down the road, an instructor should
consider Learning Management System (LMS) or Course Management System (CMS) to
track student activity. These software systems provide powerful analytics /
data usage that could justify a teachers approach for blending learning to
their supervisor. For example, an
instructor can have statistics on how many students watched a video or took
part in a discussion forum.
In conclusion, an instructor who wants to add more
communication to his or her classroom can approach the flipped classroom
approach slowly. There are many benefits to the flipped classroom and
instructors should consider if the subject matter worthy of the flipped classroom
approach.
References:
Miller,
A. (2012, February 24). Five Best Practices for the Flipped Classroom.
Retrieved February 20, 2015, from
http://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Provini,
C. (2014, January 1). Best Practices for Flipped Classrooms. Retrieved February
20, 2015, from
http://www.educationworld.com/a_curr/best-practices-flipped-classroom.shtml
Simonson,
M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance
education (5th ed.) Boston, MA: Pearson
