Converting to a Blended Learning Format

Transcription

1 Converting to a Blended Learning Format A Guide for Facilitators Nicole Meredith Dr. Ronald Paige EDUC Distance Learning April 15, 2012

2 Table of Contents: Converting to a Blended Learning Format. 3 Preplanning Strategies. 4 Learning Theories.. 5 Enhancements in a Distance Learning Environment 7 Roles of the Facilitator.. 7 Encouraging Communication Online Conclusion 10 Appendix. 11 References 12 All pages are linked to the table of contents. Click on the topic to be directed to the correct page. 2

3 Converting to a Blended Learning Format A successful learning system is composed a learning environment where student interact with one another and are able to produce the learning outcome. It is only with careful planning for this type of environment that student learning is achieved (Simonson, Smaldino, Albright, & Zvacek, 2012). A critical process for instructional designers is to evaluate what works and what needs to be improved (Laureate, n.d.). A blended learning format is an alternative to the traditional face-to-face classroom. The blended learning format combines online learning and face-toface classroom environments. A blended learning format has at least 30% to 79% of the course content delivered online (Seaman & Allen, 2011). This facilitator s guide has been developed to assist the trainer in converting portions of the face-to-face course to a blended training module that includes delivering the content online. Using this blended learning format, Web 2.0 tools will be utilized to help create a collaborative learning environment to enhance student learning and improve communication among students and facilitator (Holden & Westfall, 2010). Because of the flexibility of the blended solution, it is often possible to utilize many different types of learning objects, ranging from small digital images to rich multimedia and video game-based simulations (Nash, 2005, p. 223). The sole purpose of this facilitators guide is to provide the facilitator with a guide for the course delivery in order to ensure an equivalent learning experience for all students. Preplanning Strategies In order to convert a traditional face-to-face program to a blended learning format, there are a few things that need to be taken into consideration. First, you need to reflect on what differentiates online learning from face-to-face learning. An important point to be aware of is that a traditional training cannot be directly dumped into an online training. The 3

4 Equivalency Theory means that the more equivalent the learning experiences are for distant and local learners the more equivalent will be the outcomes for the learning activity. However, equivalency does not mean equal. Learning experiences are not identical, but various learning experiences can be considered equivalent if they produce the equivalent learning (Simonson, 2008). The process of planning and organizing for a distance education course is multifaceted and must occur well in advance of the scheduled instruction (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 153). Just as in preparing to teach a face-to-face class the facilitator needs to have prepared for the lesson, activities and the evaluation. There are many distance learning courses that are designed to meet the needs of the learners. As instructional designers are preparing courses they should keep in mind six principals that all distant learners need and deserve in a distance learning course (Simonson, Smaldino, Albright & Zvacek, 2012, p. 176). Those characteristics include; 1. Content that they feel is relevant to their needs 2. Clear directions for what they should do at every stage of the course 3. As much control of the pace of learning as possible 4. A means of drawing attention to individual concerns 5. A way of testing their progress and getting feedback from their facilitators 6. Materials that are useful, active & interesting (as cited in Simonson, Smaldino, Albright & Zvacek, 2012, p. 176) A variety of equivalent instructional approaches can be used to provide students with learning experiences and outcomes that are equivalent to traditional learning. According to Dr. Piskurich (Laureate Education, Inc., n.d.) there are four key differences between traditional, face-to-face learning environments and blended courses: 1. In an online learning environment it is difficult to know what your learners are doing and how they are doing. Making connections with students is even more important in an online environment. 4

5 2. In online courses, the activities and application assignments are the heart of the course. 3. The content is critical to learners; however the activities and application assignments are the key that helps students learn the content. 4. The instructional designer must build time into the implementation phase to practice the role that the facilitators will play in the online portions of the course or training. (Additional information showing the instructional ideas for facilitators can be found in the matrix in the Appendix (Table 1.1). When transitioning from face-to-face to a blended learning environment, the learning outcomes need to be determined in order to guide the appropriate instruction (Simsonson, Smaldino, Albright & Zvacek, 2012). The learning outcomes are those observable, measureable behaviors that are a consequence of online instruction (Simonson Smaldino, Albright & Zvacek, 2012, p. 116). All of the instructional materials that are used for instruction and delivery methods should be adapted to meet the needs of online learners in a blended learning environment. Learning Theories Each course needs to be built upon the appropriate theoretical practice. Learning theories drive the design of education. The combination of different learning theories can ensure the learning success of all students. Malcolm Knowles- Andragogy learning theory in combination with the Equivalency Theory and Constructivism are types of theories that can guide distance learning. A constructive learning approach allows learners to construct their own learning experiences, based upon their own experiences in order to build new knowledge (Mergel, 1998). Students can gain knowledge and meaning from interactions, experiences and ideas. This course uses technology that incorporates constructivism within the learning environment. Within this course students will have a discussion board, which is common space to share ideas and interact with one another. 5

6 A blended learning format is not the same as a traditional classroom. According to Simonson, Schlosser, and Hanson (1999), the more equivalent the learning experiences of distant learners are to those of local learners, the more equivalent will be the outcomes of the educational experiences for all learners (para. 20). Creating equivalent learning experiences for distance learners includes activities such as group work, discussion threads, and assignments that provide ways for students to interact with one another. The andragogy theory states that courses should have clear descriptions, learning objectives, resources, and timelines for events (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 51). The distance learning format is appealing to many adults because of the flexibility of the course (Simonson, Smaldino, Albright, & Zvacek, 2012). In a blended learning environment there is an increased amount of responsibility on the learner, therefore it is important that the methods of instruction are chosen carefully to ensure student success (Simonson, Smaldino, Albright, & Zvacek, 2012). Simsonson, Smaldino, Albright & Zvacek, stated 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 (2012, p. 115). The more actively engaged the students are, the more likely they are to succeed (Simonson, Smaldino, Albright, & Zvacek, 2012). Today, traditional methods of delivering instruction are no longer meeting the needs of retaining and attracting students; adult learners need to relate to the material presented, see an almost immediate application for the knowledge or skills, and have this information be readily available to them (Ehrlich & Kommel, n.d.). 6

7 Enhancements in a Distance Learning Environment When converting course material into a blended learning format it is important that the activities and assignments are productive learning experiences (Simonson, Smaldino, Albright, & Zvacek, 2012). The blended learning format allows for materials to be accessed at any given time at the convenience of the learner. Learning communities typically have higher levels of motivation and higher amounts of participation compared to face-to-face courses. Online discussions may foster deeper and more sophisticated understanding of course materials (Moller, Huett, Holder, Young, Harvey, & Godshalk, 2005). Online courses should incorporate a variety of interactive Web 2.0 technologies including blogs, wikis, social media such as Facebook, Twitter and social bookmarking. All of these tools promote interaction, active learning, immediate feedback and cooperation (Beldarrain, 2006). When designing courses instructional methods and strategies should be used. These strategies are typically chosen by the instructional designer and or instructor. The instructor needs to focus on selecting instructional strategies that engage all the learners in active learning (Simonson, Smaldino, Albright & Zvacek, 2012, p. 157). A benefit of the distance learning format is that it can provide many opportunities for students to be engaged in multitude of ways. Using a blended format, activities and instructional resources can be designed to address different learning styles, include real-world connections for adult learners and use a variety of multimedia to engage learners. Roles of a Facilitator The instructional designer needs to be able to define: what is the essential content? When defining what is essential? it is important for the instructional designer to identify concepts, knowledge, specific skills and the follow-up and application assignments (Simonson, Smaldino, Albright & Zvacek, 2012, p. 157). The instructional designer and SME should be able to provide clear goals and objectives for the course. Both, goals and objectives 7

8 should be shared with students, helping both the origination and remote-site students to focus on the parameters of instruction (Simonson, Smaldino, Albright & Zvacek, 2012, p. 157). It is important to be able to identify what types of learners are participating in the course. Understanding general characteristics of the students can help the facilitator prepare for the remainder of the class. When getting to know students the facilitator can have a better understanding of location, usable technologies and learning styles (Simonson, Smaldino, Albright & Zvacek, 2012). Interactivity among students should be present within the class to allow learners who are less social to become more expressive within the course (Simonson, Smaldino, Albright & Zvacek, 2012). The emphasis should not be on the inherent efficiency of distance learning, but on the values and services offered to students through their exposure to others Simonson, Smaldino, Albright & Zvacek, 2012, p. 155). The facilitator s role in an asynchronous discussion board is to create a discussion topic that is well-designed and provides clear guidelines for the learners. The discussion topic should be strategically chosen to allow for the topic to be discussed from varied perspectives to help generate high student interactivity (Durrington, Berryhill, & Swafford, 2006). It s imperative in an online discussion to have constant communication with each and every learner (Laureate Education, n.d.). Simply forming an asynchronous discussion forum, providing the technology, and a question or topic of discussion is not enough to ensure success in an asynchronous discussion (Andresen, 2009). The facilitator should monitor and watch the discussion boards (Laureate Education, n.d.). Facilitators must communicate with all the learners, in the online environment which is very similar to a regular classroom environment (Laureate Education, n.d.). The facilitator should provide guidelines for the distance learners to follow when using discussion boards in distance education (Durrington, Berryhill, & Swafford, 2006). The facilitators involvement in threaded discussions should involve the facilitator posting once for every 4 or 5 8

9 student postings, the input from the facilitator helps to keep the discussions on track (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 156). Encouraging Students in a Distance Learning Setting There are a few strategies that the facilitator can use to engage students in a blended learning environment. It is important to note that facilitators need to use alternative ways of expressing emotion or passion for the subject matter, when communicating ideas to the learners in an asynchronous learning environment (Andresen, 2009). Facilitators can be sure to use thought provoking questions that encourage higher-order thinking skills in order for students to respond within a discussion board (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 274). In order to maintain a vibrant threaded discussion, the facilitator must design and manage the threaded discussion in order to direct students in achieving the desired outcomes (Edelstein & Edwards, 2002, para. 3). Remember, it is important to keep in mind that a discussion board is not busy work, but a way to keep learners involved in their own learning (Simonson, Smaldino, Albright, & Zvacek, 2012). Students must take an active role in the discussion boards. In order to help students take control of this learning medium, a rubric should be provided for students so they know the requirements before beginning (Vidmar, 2004). Students should be able to create meaningful conversations that inspire others and expand their learning experiences (Kimball & Jazzar, 2011). The discussion rubric should be designed to evaluate students on their interaction. Asynchronous discussion boards create interaction between the students and facilitator. All the participants within a threaded discussion share the responsibility for presenting concepts and ideas, supporting learning and developing social interaction (Swan, n.d., p. 2). Andresen stated that it is clear that asynchronous discussion forums can achieve high levels of learning (2009, p. 254). Discussion boards are an important tool in an asynchronous learning environment. Facilitators can also provide a question and answer area within the course. This would benefit all students and would provide a way for 9

10 facilitator and students to learn from one another based on feedback and responses (Durrington, Berryhill, & Swafford, 2006). Conclusion A blended learning environment provides an opportunity for students to experience an online learning environment while still providing the face-to-face support that is needed for many learners. It is important that facilitators understand the key differences between a traditional face-to-face course and a blended learning environment. An online learning environment can provide learners with an engaging learning experience. One of the most effective tools that can be used in an online course is a discussion thread. The discussion thread provides all learners and facilitator engaging dialog as an effective learning tool. However, a clear and concise grading criterion must also be provided for the learners to follow when using a discussion board. The role of the facilitator is to support and engage the students in the online environment. Careful and extensive planning must be done to lay the foundation of a successful course. Distance learning provides opportunities that a traditional face-to-face course may not be able to offer. Use this best practices guide to help learn how to facilitate an online course. Also invest some time into redeveloping your face-to-face materials to better serve online learners and provide them with an equivalent learning experience as your faceto-face learners. 10

11 Appendix Table 1.1 Comparison of Blended Learning and Face-to-Face Instruction Separation is there between learner and facilitator Technology Role of the Facilitator Considerations Blended/Hybrid Learning Students and facilitator are located in the same place; however learning can happen at any time because the blended environment lends itself to have activities and assignments online. Blended courses use collaborative learning tools to enhance student learning. The blended learning environment is flexible, which makes it possible to integrate many different types of multimedia and learning objects. Facilitators must focus on using both technology and face-to-face instruction, in order to develop learners so they can interact with the course materials in a meaningful way. Considerations when implementing a hybrid course is the level of comfort that the instructor and students have with accessing materials online. Blended learning takes time for both the instructor and learner to adapt to this relatively new instructional concept. Instructional Ideas Blended learning provides a good mix of technologies and interactions, resulting in a socially supported, constructive, learning experience; this is especially significant given the profound effect that it could have on distance learning. Examples of Technology that can be used: Web Casts Virtual Classroom that includes: Mini-lectures, panels, presentations, demonstrations, guided discussions, student presentations, group collaborations, writing assignments, problem-based learning exercises Live chat communication Responding to at least 1 discussion post per 10 students Communicate through and announcements for students Assist students when need be Encourage and guide students to meet the instructional goals of the course. Have materials ready and available at the beginning of the course Be prepared for the unexpected anything can happen when using technology Always have a backup plan 11

12 References: Andresen, M. A. (2009). Asynchronous discussion forums: success factors, outcomes, assessments, and limitations. Educational Technology & Society, 12 (1), Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), Retrieved from enhancing_student_interactivity_in_an_online_environment/ Edelstein, S. & Edwards, J. (2002). If you build it, they will come. Building learning communities through threaded discussion. Online Journal of Distance Learning Administration, 5(1). Retrieved from Holden, J., & Westfall, P., (2010). An instructional media selection guide for distance learning: Implication for blended learning featuring an introduction to virtual worlds. Retrieved from _ pdf Kimball, D. & Jazzar, M. (2011, January 11). Enhancing Learning Through Vibrant Online Discussions. Faculty Focus. Retrieved from Koohang, A., Riley, L., Smith, T., & Schreures, J. (2009). E-learning and constructivism: From theory to application. Interdisciplinary Journal of E-Learning & Learning Objects, 5(1), Laureate Education, Inc. (Producer). (n.d.). Facilitating online learning [Video]. Retrieved from Laureatte Education, (n.d.) 12

13 Mergel, B. (1998). Instructional design and learning theory. Retrieved from Basics of Constructivism Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), Retrieved from EBSCOhost. Smith Nash, S. (2005). Learning objects, learning object repositories, and learning theory: preliminary best practices for online courses. Interdisciplinary Journal of Knowledge and Learning Objects, 1. Retrieved from Simonson, M. (2008). Equivalency theory. [Podcast]. Retrieved from ncy-theory.html Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: foundations of distance education (5th Ed.). Boston, MA: Pearson. Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new discussion. The American Journal of Distance Education, 13(1). Retrieved from Vidmar, D. (2004, May). Student facilitation, self-assessment can improve threaded discussions. Online Classroom. Retrieved from 13