The training manager who is frustrated with the quality of communicating among trainees in his face to face training sessions and wants to convert all current training modules to a blended learning format has a great challenge but one if done effectively will yield results There are some preplanning strategies the trainer needs to consider before converting his program. Among these strategies are: knowing the software that he is going to use.
Dr Piskurich George (2012)recommends in his video that he “should get familiar with the software, know what he can do with it and what his learners can do with it.” This is very important because if the trainer knows the software he is better able to organize the course content and assignments.
Secondly the trainer must plan his lessons. This is critical to the success of the course. He needs to get the subject matter expert and other relevant stake holders into the planning. A good lesson plan will eliminate countless problems. The objectives must be valid and clear. With good objectives the evaluation should be effective.
Having selected the objective and planned the lesson the trainer must now decide what technologies he will employ to teach the lessons. Simonson et al (2012) state that, ‘the key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies.”p.115. Thus the trainer must not only decide which technology to use but should now decide how he is going to use the technologies chosen. If I may add, he should decide at what point in the instruction the technologies should be used.
Another strategy to consider is to determine the learning outcomes. In doing this, activities should be planned likewise. The activities planned will guide the selection of appropriate technology. The trainer should also move the focus from being teacher centered to more visual presentations, and engage the learners. In addition he should ensure that he gives careful timing of presentation of information. As Dr Piskurcih stated students may not always be at the computer during a presentation, thus the timing of the presentation, along with the activity and mode of presentation should be attractive to the learners.
One of the problems in the face to face classroom was the quality of the communication. The trainer should therefore plan activities that allow for students group work. Simonson et al state that “this helps construct a supportive social environment.” Other strategies that the trainer should engage in are taking time to know his learners. Analyzing the general abilities of the class and understanding the learner characteristics.
The authors also mentioned a very significant strategy and that is the trainer should be prepared in the event that technical problems occur. If for some reason the equipment fails the program should be so planned that students would have activities or projects or assignments which are independent of the lecturer. Some alternative mode of communication should be planned ahead of time should technical problems occur.
The aspects of the original program that can be enhanced in the distant program are the participation in discussion, the use of technology and amount of material to be covered. Generally in face to face classroom there is not a hundred percent participation in discussion. However, in online classroom there is one hundred percent participation. Instructor can monitor those who do not participate and encourage them do so via personal emails, posting directly to them etc. in addition, because a grade is assigned to the discussion learners generally must participate. Furthermore, it is obvious when a student does not participate. The discussion does not have a time limit as in the traditional class. This helps with the improvement of participation.
Sometimes in the regular classroom when technology is to be used so much preparation is to be made. Some things must be shifted, permission must be received from the office for use of the technology and many times there is a clash for use. When needed by one class another class may also be waiting to use the equipment. With on line learning it is just a click of the finger and the technology is in use.
The fact that the learners will be able to access the information anytime is a great asset and will enhance class participation. In face to face if the student misses class or steps out he loses information. Whereas in the online classroom the learner can go back to what was missed and fall back in line.
The role of the trainer/ facilitator in an on line and a face to face classroom are the same except for communicating with the learner. It is not that different in the online classroom as opposed to the face to face.Dr. Piskurich stated that, “the job of the virtual instructor is more difficult especially in communication with the learner.” The trainer in the face to face classroom would meet probably once or twice a week but on line his presence would have to be felt in the discussion. It would mean being there for more than twice per week but committing himself to a few minutes daily or every other day. The trainer will have to keep inconstant contact with the students. This may involve sending personal emails to those lagging behind with assignments or monitoring the discussion board for weak responses etc. The trainer may also need to prepare more activities than content to grasp the full attention of learners. Thus the workload may be heavier since there would be more activities to grade and check over for correct focus.
To encourage participation the instructor would need to provide feedback to students’ responses and assignments. He would have to monitor the discussion board and ensure that it remains nonthreatening. The quality of questions would significantly encourage participation. The questions asked should be open. The instructor can probe students for further dialogue after the first response. Durrington et al state that the facilitator can “choose a topic that could be answered from different perspectives. Focus on one point that a student make and build on it. Or offer contrasting viewpoint.” The authors further stated that when instructors do this it shows that students’ responses are valued and thus they are encouraged to participate. Another idea that instructors can use to encourage students is to increase the number of students that learners must respond to for each week. Instead of at least two or three it could be at least four.
Reference
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in an_online_environment/
Piskurich. George 2012 [Video Program] "Facilitating Online Learning" retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493363&Survey=1&47=8893639&ClientNodeID=984650&coursenav=1&bhcp=1
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance (Fifth ed.). Boston: Pearson Education, Inc.
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