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Converting to a Distance format Carol Biegun-Gooding Walden University Dr. Ronald Paige Distance Learning EDUC 6135

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Best Practice Guide for Converting a Traditional Course to Distance Learning

Peter Cheese, in his article Netting the Net Generation, identifies the characteristics of the recruits in the workforce as having grown up with new technology, being actively involved in networking and collaborating, and being instinctively able to respond to the demands of business in the Internet age. These workers do not expect to be employed for a lifetime with one company, and are known to actively seek out learning opportunities, enjoying a fast-paced and continuously changing job market. Trainers in todays corporations may look for creative ways to address the companys instructional needs while meeting the needs of this Net Generation of workers. When considering the transformation of a traditional training course to a distance learning course, there are some considerations to be made.

Justifying the Conversion

First, the training manager and stake holders should evaluate the return on investment (ROI) that can be expected during and after the conversion to distance learning. Some of the expenses to be taken into account when calculating ROI include the total cost of equipment, software, redesign and development of the course, development of instructional materials, trial courses, formative evaluation and reworking of the course to improve as necessary before it is fully implemented (Belanger & Jordan, 2000). The cost savings that can be projected once the distance course is implemented may be a reduction in time away from work tasks, fewer instructors needed for the delivery of training sessions, and the development of reusable learning objects (Stanchev, 2006). Although a traditional learning course may have been well designed, and perhaps been functional for some workers, it is unlikely that a direct conversion of all materials into a web based course would be as effective without some additional considerations (Simonson, Smaldino, Albright, Zvacek, 2009). Instead, training managers should consider several factors about the course as it is converted for distance learning. Financial considerations are not the only benefit to converting to a distance learning course. Other important outcomes have been improved participation and an increase in satisfaction with courses delivered using the audio and visual components made possible with todays technology (Bellanger, 2002).

Benefits of Distance Learning

According to Wedemeyers Theory of Independent Study, the training manager should establish that the new distance learning system for instruction will meet the following conditions:

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1. The course can be accessed anywhere there are students. 2. The responsibility of learning is placed more directly on the student. 3. The faculty is made free of housekeeping duties so that they can focus more on educational duties. 4. The teaching methods and media utilized for the new course have been proven effective. 5. The use of technology will enhance the ability to adapt the course to an individual learners needs (Simonson, et. al, 2009). The team will need to address the standards that will be followed for the distance courses that are to be created. The Massie Center provides five standards for e-learning. 1. The system implemented can work with any other system. 2. Courseware or modules can be reused. 3. The system is capable of tracking the required information about the users. 4. The materials are accessible from anywhere and anytime they are needed. 5. The technology can be upgraded and evolve as changes are needed to remain functional. (Smaldino, et. al, 2009)

Technology
The design team will need to establish the technology available to incorporate into the course, and if an investment in additional hardware will be needed to support the course. It is important that the technology used be reliable and available upon the launch of the course. Learners are most apprehensive of the e-learning approach during the initial days of the course, and if they are not comfortable and confident in the use of the technology they will become distracted and loose motivation for learning. (Bellanger, 2000), If necessary, learners should complete a brief orientation course to assure they are confident in the use of the technology. Effort should be made to establish a backup plan for the delivery of course material should the technology fail. Technical support should be available any time the students may be access the course.

Design and Development

With these concepts satisfied, the design and development process may begin. A team of developers consisting of instructors, subject area experts, curriculum designers, and technology experts should collaborate to address the various components of the plan (Perreault, Waldman, & Alexander, 2002). Information should be gathered about the learners who will participate in the course. Important considerations include their prior knowledge in the area of instruction and their access and familiarity with the use of technology. This information will guide the development of initial learning modules to assure access and appropriateness of the instruction. The team will establish the context for the course, determining if learners will access the materials independently in an asynchronous manner, or if the course will be offered in a synchronous manner at various training locations. Bellanger (2002) states that the conversion to distance learning need not be an all or nothing process. The team of developers will decide of the course will simply include additional technology tools, become a hybrid course partially delivered through e-learning, or become completely accessed through online learning.

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Using a process for design such as ADDIE will guide the team to address several issues. Analyzing and understanding the learners and the required learning outcome will begin the process of identifying learning goals and methods and tools used for instruction (Stanchev, 2006). Once learning goals are identified appropriate instructional methods and tools can be chosen to effectively reach the goals. Work will proceed with the selection of the appropriate Course Management System (CMS) to provide a consistent structure and format for organizing the course materials and lessons. Selection of the CMS will reflect decisions related to the tools needed to meet the learning goals of the course. Next, the team and designers will create course documents and select media to use within the course. Uniformity and function will guide the selection and creation of documents. Consistent use of colors, font styles and size will make the presentation more pleasing to the learners (Stanchev, 2006). It is important to include accommodations in the design to keep the course available to learners with disabilities or learning preferences. This would include the use of appropriate colors (to address colorblindness) and presenting materials in various formats, such as including a script for any audio/visual presentations in the course.

Communication and Interactivity

Holmbergs theory of Interaction and Communication states the distance learning experience will support student motivation and promote learning pleasure and effectiveness when the students are able to establish a sense of community with the other learners and the instructor (Holmberg, 1985). The design team will establish ways to promote interactivity among the learners and the instructor. This can include the use of synchronous chats, discussion boards, blogs, and group projects. This can provide opportunities for collaboration, feedback, and additional access to content knowledge, deepening the understanding of the material being covered. There are various technology tools available to support these uses and they may either be part of the CMS selected or external to the CMS. It may be appropriate to include a lesson on technology etiquette, i.e. email and chat room use, as a unit within an orientation course. With the lack of face-to-face contact there will be no verbal cues or body language to help interpret the intention of comments being made.

Evaluation and Implementation

Once the course is put together and all materials are organized and included in the CMS, it is important to evaluate all components to assure their smooth function. Having test subjects work through the course will identify where there can be improvements and allow for modifications prior to the full implementation of the training course (Stanchev, 2000).

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References
Belanger, F., & Jordan, D. H. (2000). Evaluation and implementation of distance learning: technologies, tools and techniques (pp. 2-30). Hershey, PA: Idea Group Publishing. Cheese, P. (2008, March 13). Netting the net generation. Bloomberg Businessweek. Retrieved August 15, 2011 Holmberg, Borje. "The feasibility of a theory of teaching for distance education and a proposed theory." Fern University 60 Oct. (1985). ERIC. Web. 15 Aug. 2011.

Perreault, H., Waldman, L., & Alexander, M. (2002). Overcoming barriers to successful delivery of distance-learning courses. Journal of Education for Business, 77(6), 313. Retrieved from EBSCOhost. Simonson M., S. Smaldino, M. Albright, S. Zvacek, Teaching and learning at a distance: Foundations of distance education, 2/e, Prentice Hall, 2003. Stanchev, P. L. (2006). Converting a regular learning course into distance course (Master's thesis). October Retrieved August 13, 2011