Converting F2F to an Online Format

As an instructional designer, given the following scenario and asked to assist the trainer, I would recommend several steps to follow in transitioning a face-to-face course to a blended online course.

 A training manager has been frustrated with the quality of communication among trainees in his face to face training sessions and wants to try something new.  With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment.  In addition, the training manager is considering putting all of his training material on a server so that trainees have access to resources and assignments at all times.

First, the use of a best practice guide or rubric for course conversion might prove helpful. One has been attached for assistance in converting a course of this scenario. This guide/rubric includes ideas and tips to assist the trainer in facilitating communication and learning among the students as well as between the trainer and students. The rubric would act as the guide during the pre-planning strategies the trainer will need to consider before converting his program. “When special efforts are made, distance education actually can enhance learning experiences, expand horizons, and facilitate group collaboration (Dede, 1990).”

Then the trainer will need to look at the current training course assets, resources and activities to determine which ones might be enhanced in the distance learning format.  If the instructor believes in the philosophies of pragmatism, existentialism, progressivism, constructivism, or social re-constructionism then he believes the student is the central figure in the class.  He would view himself, as the trainer, a facilitator of learning whose role it is to guide rather than direct the students so that the class becomes one which is student centered (Simonson et al., 2012). 

In the online class environment once the trainer’s role has been established, a storyboard or outline of how the resources will be laid out in the online environment will need to be determined.  According to Simonson et al., because the instructor and some or all of the class will be separated, the material will need to be sequenced in a logical fashion and focus on selecting instructional strategies that engage all of the learners in active learning. At the same time, the trainer will need to examine how his role will change for these resources in the online environment.  Again, the attached rubric can act as a guide for creating an exemplary online course.

Finally, the trainer will need to take specific steps to encourage the online communication of the trainees in the online environment if he expects the quality of the communication among the trainees to increase beyond what was being experienced in the face-to-face environment.   This starts with establishing clear goals for classroom or virtual communication, and sharing them with the learners. McKeachie (1999) lists the following objectives that can be addressed with effective discussions:

• Help students learn to think in terms of the subject matter by giving them practice in thinking.

• Help students learn to evaluate the logic of, and evidence for, their own and others’ positions.

• Give students opportunities to formulate applications of principles.

• Help students become aware of and formulate problems using information gained from readings or lectures.

• Use the resources of members of the group.

• Gain acceptance for information or theories counter to folklore or

• previous beliefs of students.

• Develop motivation for further learning.

• Get prompt feedback on how well objectives are being attained.

Learners were more likely to answer questions, think more before answering, develop positive relationships with their instructor and peers, and participate outside the normal workday as a result of participating in online electronic discussion forums based on a study by Karayan and Crowe (1997).

Attachment

Interactive Rubric Checklist for Revising Existing Face-to-Face Training to Exemplary Online Instruction

References

Dede, C. (1990). The evolution of distance learning: Technology-mediated interactive learning. Journal of Research on computing in Education, 22, 247-264.

Karayan, S.S., & Crowe, J.A. (1997). Student perceptions of electronic discussion groups, T.H.E. Journal, 29(9), 69-71.

McKeachie, W.J. (1999). Teaching tips: Strategies, research, and theory for college and university teachers. Boston: Houghton Mifflin Company.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education. Boston: Pearson Education, Inc.