Transitioning to Distance Learning

Designing quality courses grabs learners' interest and promotes a sense of instructional satisfaction. As Simonson et al. (2019) advocate, drawing learners' attention through quality design, constructing engaging activities, and including learner experiences in instructional planning is powerful. This blog explores the critical areas of a quality-designed distance learning platform, aiming to inspire and motivate educators and instructional designers. These areas include pre-planning strategies for trainers when transitioning to online learning, enhancing learners' communication skills using discussion boards, the facilitator's role in distance education, and steps in encouraging learner interaction.

Transforming to a Distance Platform

Teachers may initially feel intimidated by the idea of effectively infusing technology into their classrooms. However, blended learning, with its mix of technology and traditional face-to-face instruction, is a reassuring and optimistic approach that can be effectively implemented (Tucker, 2013). Tucker (2013) points us in the right direction, tipping us to strategies that the trainer may implement to be rewarded with desirable training outcomes. These strategies include:

Explore web tools. Newcomers are encouraged to explore various web tools, computer programs, and learning management systems (LMS) before introducing them to the learners. This will also benefit trainers who may not be tech-savvy. Trainers who lack experience may not be confident and make mistakes while using the tools. Tools that complement the class and learning goal will be feasible.

·        Use technology to enhance learning. Being mindful of technology's opportunities, trainers should use technology to enhance the learning experience by constructing tasks that will build on the learner's critical thinking skills. Here are some examples of how technology may be used to enhance learning:

1.      Posing research questions to learners to participate in a discussion board that would build their critical thinking skills instead of issuing handouts like we would in the traditional setting.

2.      Ask students to use technology to formulate ideas, for example, building concept maps or storyboards. Therefore, technology would be effectively applied instead of just for the trill.

3.      Adapt a concept of ‘expert group investigation’ where students are given discussion topics in small groups to conduct further research on the web and return for a presentation using a different medium, whether it is posted on the learning platform or presented virtually.

·        Get them online access. Trainers must ensure that students have online access before class begins, and if they don’t, they need to get them access. Before classes begin, they must propose to the right persons/organizations to provide adequate student access.

·        Put the student at the center. Trainers must build a student-centered classroom by using teaching strategies that create active participants. Students must be apprised prior to the program of their expectations in communicating, collaborating, and solving problems within their class groups and individually.

·        Build a Learning community. This concept is endorsed by many authors, including Simonson et al. (2019) and Tucker (2013). Trainers are not online 24/7, so it is essential to encourage networking amongst students through the learning platform; they must see each other as a valuable resource.

The Discussion Board

Discussion boards are excellent tools for enhancing the learners' communication skills. The scenario's training program shows the student's communication skills are challenged. In distance learning, it is essential to promote effective learner interaction through good communication strategies and to develop communication qualities such as critical thinking, respect, and use of sources (Simonson et al., 2019). Discussion boards can enhance the learner's communication skills, for instance, by facilitating exploratory learning, increasing the reflection time for students as they formulate their ideas between posts, improving thinking and writing skills, and building critical thinking skills (Ringler, 2015).

 

The Trainer’s Role in Distance Learning

Trainers must be abreast with practical strategies for facilitating online learning. Simonson et al. (2019) say that “there are elements instructors must be considered to ensure student success,” some of these include:

1.      Considering the student's general ability, including ensuring students are in the correct educational setting and considering their cognitive abilities when designing or constructing tasks.  

2.      Synchronize prior knowledge with the intended instruction. Instructors must research the learner's prior knowledge to do this meaningfully.

3.      Design instruction and resources to accommodate learning styles, such as using visual cues for visual learners, including audio for auditory learners, and text-based communication teaching strategies for reserved students.

4.      Establish communication protocols early in the program by teaching students how to relate to each other ethically.

5.      Other responsibilities of the instructor include considering the class size and selecting appropriate methodology to accommodate it, coaching students to avoid plagiarism, and promoting interaction.

 

Encouraging Learner Interaction

The trainer must assume the responsibility of encouraging students to communicate online. Simonson et al. (2019) say various factors affect how students approach distance learning and the program's success. De Lima et al (2019) shares strategies that can help mitigate difficulties that occur in the forum, such as:

1.      Avoid complex discussion forum structures because they harm participation. We must simplify instruction as best as possible; this will motivate participation.

2.      Select learning platforms that align learners' or facilitators' feedback to students' posts. Feedback motivates students, but the learning management systems must be selected to show feedback in posts.

3.      Instructors should log in regularly with forums to identify points that can prompt discussions further and direct learning.

4.      Follow the post to keep abreast of student participation; this is an opportunity to identify students who need help, which will prevent potential dropouts.

5.      Remain objective and clearly state what they want to assess.

6.      Create a welcoming environment; students who feel comfortable will want to participate in forums.

 Best Practice Instructors Guide for Distance Learning 

REFERENCES 

De Lima, D., Gerosa, M., Conte, T., and Netto, J. (2019). What to expect and how to improve online

discussion forums: the instructors’ perspective. Journal of Internet Services and Applications. 

https://jisajournal.springeropen.com/articles/10.1186/s13174-019-0120-0

 

Simonson, M., Zvacek, S., & Smaldino, S. (2019). Teaching and learning at a distance: Foundations of

distance education (7th ed.) Information Age Publishing.

 

Tucker, C. R. (2013). The basics of blended instruction. Educational Leadership, 70(6), pp. 57–60.

Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/The-Basics-of-Blended-Instruction.aspx

 

Ringler, I., Schubert, C., Deem, J., Flores, J., Friestad-Tate, J., & Lockwood, R. (2015). Improving the 

            asynchronous online learning environment using discussion boards.