Facilitating Distance Learning

Teaching and training always require a level of preparation. When delivering a distance learning or blended learning course it takes an extra level of preparation. However, there are some tips and advice that can be reviewed to help the facilitator prepare for delivery.

Pre-Planning Strategies

Before you start the primary planning phase, there are a few questions that need to be answered.

· What model is this going to be delivered by, (I know the scenario states blended, but does that mean the exact blended format?)

o Online Course

o Blended/Hybrid Course

o Web-facilitated

· Are the courses going to be delivered by synchronous or asynchronous distance learning methods?

o Synchronous distance learning occurs when the teacher and his pupils interact in different places but during the same time. (Littlefield, 2011)

o Asynchronous distance learning occurs when the teacher and the pupils interact in different places and during different times. (Littlefield, 2011)

Planning Strategies

Now that the basics are answered the next phase of questions are related to your choice selected above. Yet, they can be broken down into two primary categories of technology and activities. The technology selected can have a direct impact on the activities that will be utilized during the course, and the activities selected are directly related to how the original training program could be enhanced in the distance learning format.

The technologies and activities utilized for Synchronous and Asynchronous differ.

Synchronous-

· WebEx

· Web Cams

Asynchronous-

· Podcasts

· Discussion Boards

Read the attached PDF for more details.

Role of the Trainer

The role of the trainer with a blended distance learning course will be split between the roles of a facilitator/moderator and traditional trainer. During the classroom portion the role stay the same. Yet, with the distance learning portion the role changes to that of facilitator/moderator.

Communication with leaners is different in distance learning; “The way the instructor addresses students and the tone of responses also influences the atmosphere of an online learning environment. Although students cannot hear the intonation of an instructor's voice or benefit from body language, emoticons or abbreviations can be used to provide similar clues and prevent misunderstandings. For example, to communicate humor, an instructor can use explicit clues such as, ;-) , just kidding, winking, LOL (laugh out loud), and "This is a joke"”. (Durrington, Berryhill, Swafford, 2006)

Read the attached PDF for more details.

Conclusion

Creating a blended learning course is a time consuming process that involves knowing what model of distance learning is going to be used. What technologies and activities are going to be utilized to encourage communication among the learners, and lastly know what the role of the trainer is exactly going to be.

Reference:

Durrington, V. A., Berryhill, A., & Swafford, J. (2006, March 18). Strategies for Enhancing Student Interactivity in an Online Environment - Technology News - redOrbit. redOrbit“ Science, Space, Technology, Health News and Information. Retrieved February 20, 2011, from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Hulsebosch, J. (2009, March 10). Lasagna and chips: 10 online icebreakers. Lasagna and chips. Retrieved February 19, 2011, from http://joitskehulsebosch.blogspot.com/2009/03/10-online-icebreakers.html

Littlefield, J. (n.d.). Synchronous Distance Learning and Asynchronous
Distance Learning. Distance Learning - Earning Online High School and Online College Degrees From Home. Retrieved February 20, 2011, from http://distancelearn.about.com/od/choosingaschool/p/LearningTypes.htm

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson

Click below to download the PDF:

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