Many variables must be
considered when converting traditional classroom training courses into online
or blended training courses. Blended training courses contain some face-to-face
interaction between the student and the instructor, but also contain a significant
amount of content is an asynchronous or online delivery method.
Pre-Planning Strategies
Consider using a Course Management System (CMS) or Learning
Management System (LMS) to keep all the training content and communication in
one central location. In the pre-planning phase of instructional design it is
important to evaluate goals and determine which systematic process will be used
in the design process. Using the ADDIE model as a framework for the design can aid
in creating an effective and comprehensive instructional design (Simonson, Smaldino,
Albright, & Zvacek, 2012).
Facilitating Communication
The trainer should consider the practical needs of
the learners and find ways to tie in the information with their real life situations
(5 Successful, 2010). Utilizing a discussion board for general questions about
the course is recommended to give student’s a forum to ask questions to the
instructor regarding assignments. Also posting overviews of each learning
outcome and module, unit, or assignment objectives (Best, n.d.). Discussion
groups designed to allow students to introduce themselves help to humanize the
online experience and facilitate more genuine future discussions. Within
discussion groups, students should be encouraged to participate and the
instructor should encourage the students posts and find ways to draw - less active
discussion participants - into the online conversation (Van Duzer, 2002).
Using Technology
To create better learning experiences, technology
can be used to enhance and add variety to dry technical text documentation (5
Successful, 2010). Include a variety of
delivery methods for the student to review content. This helps to reinforce
ideas for students with different learning methods, preferences, and abilities
(Best, n.d.).
How does your Role as Trainer Change
In an online or asynchronous learning environment,
the role of the trainer changes from knowledge dispenser to the role of
facilitator (Easton, 2003). Acknowledging the difference between a traditional
lecturer and the online facilitator involves scrutiny of conflict resolution,
student engagement and participation.Instructors and trainers should gently
guide the student through the learning process by focusing discussing and
giving pointers for students to head in a different direction. There is also a
lack of visual cues that could indicate student frustration, boredom, or
confusion, therefore instructors also need to be proactive. Instructors also
need to set a tone in the online environment that encourages group harmony
(Easton, 2003).
References
5 Successful
Instructional Design Best Practices | Wadeware. (2010). Wadeware.
Retrieved from http://www.wadeware.net/it-courseware/5-instructional-design-best-practices/
Best Practices
in Designing Online Courses. (n.d.). Las Positas College. Retrieved from
http://lpc1.clpccd.cc.ca.us/lpc/blackboard/best_practices/
Easton, S. (2003).
Clarifying the Instructor's Role in Online Distance Learning. WVU.edu|West
Virginia University. Retrieved from http://www.wvu.edu/~itdc/resources/teaching/InstructorRole.pdf
Simonson, M., Smaldino, S.,
Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance:
Foundations of distance education (5th ed.) Boston, MA: Pearson.
Van Duzer, J. (2002).
Instructional Design Tips for Online Learning. CSU - Chico| California State
University. Retrieved from https://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf
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