Converting A Classroom-Based Training Course Into a Blended Format

 

Many courses are shifting from a classroom-based approach to a blended-learning format, teaching both online and in the classroom.  There are several requirements that need to be met to make this learning approach effective.

Consider this scenario:  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, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Although moving to the blended classroom may seem like a simple task, a lot of planning is required to help the transition move smoothly.  Smith (2000) tells us ‘what has given online learning the perception of difficulty, however, are those issues that were unforeseen, or, more precisely, unplanned’.  An instructor must be prepared for these issues and have plans in place, should they occur.  Some foreseen issues, as stated by Smith (2000), include increased instructional planning, lack of technology training by learners and instructors, the need for continuous evaluation of the program and the cost of the moving the course online.

In this scenario, one of the instructor’s main goals is to enhance discussion amongst learners.  The threaded discussion is an ideal learning tool that can be used by students to share their knowledge of a given topic and students are required to ‘discuss’ the topic with their classmates, giving feedback and offering supportive or opposing comments as necessary.  If participation is a requirement of the course, then each student is provided with the opportunity to contribute his or her views.  This is not always possible in a classroom-based discussion forum, as quieter, less vocal students are not always heard.

Both the student and instructor play a role in how smoothly a threaded discussion runs and how effective the learning can be.  Simonson et al (2012) tell us ‘everyone must take an active role in the development of a collegial learning situation’ (p. 200).  It is suggested that the students be trained in communication protocols and that icebreakers are used to help students get to know each other prior to discussions.  The instructor should offer written guidance for these prior to the course and should also become involved in discussions and model his expectations.  To further help the discussions run smoothly and create a positive experience for the learners, the instructor should share further expectations of the course.  These expectations include the course outline, timelines, and assessment tools and guidance.  Providing technical support is also essential and students should know whom to contact for this.  Bouchat (2012) tells us ‘organization of the area where students conduct their discussions is also important. A well-organized threaded discussion allows the students to focus on course content instead of the administrative mechanics of the dialogue’. 

Moving the course to a blended-learning format, with threaded discussions used online, is an ideal way to create a more interactive learning environment with increased participation amongst all learners.  It is crucial that the instructor is fully involved and supportive of all learners.

References:

Bouchat, C. (October 30, 2012). Beyond Self-Teaching Online: Using the threaded discussion in distance learning. Retrieved from: http://www.learningsolutionsmag.com/articles/202/beyond-self-teaching-online-using-the-threaded-discussion-in-distance-education-

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Smith, J. (2000). Converting Courses to Online. DETC Occasional Paper, 19. Retrieved from: http://www.detc.org/downloads/publications/No19ConvertingCoursetoOnline.pdf