Converting to a Distant Learning Format

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