I. Pre-Planning Strategies to Consider Before Converting A Program To Online Environment
In view of the differences between face-to-face and online instruction, these are some of the considerations one has to take when transferring a course to online delivery:
a. Course Management System vs. Learning Management System
Crucial for an effective delivery of instruction is the platform chosen to deliver it to the learners. In deciding which platform to chose, consider the differences between both, a Course Management System and a Learning Management System.
Both systems provide a series of components and tools which are used in effective online education courses. These include: Syllabus, calendar, announcements, assignment instructions, etc. But the main focus of a Course Management System is to deliver courses (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Learning Management Systems on the other hand are used to keep track of individual needs and performances over time (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
b. Syllabus
Similar to face-to-face, the syllabus of the course should be as detailed as possible, showing the sequence of content, timeline, forms of evaluations and student’s expectations for a successful course. The syllabus should reflect the blended nature of the course as well. Great emphasis should be put into the syllabus as this one will provide the student with details of the course which also includes information about how to approach difficulties with the technology being used and where to seek help (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).
c. Technology
Technology tools which promote participation and collaboration will increase trainees’ engagement on the content being delivered (Minocha, S., 2009). Availability of technology for the trainees should also be considered.
Beyond having access to the technology, an orientation module for the use of the technology is of great importance. Palloff and Pratt (2000) as referred to by Valentine, D. (2002) make a point that they way technology is used is what it’s important. One cannot simply add technology and expect trainees to figure it out if the course is to be successful. And just as well, the use of technology should go hand in hand with attaining the objectives, if it does not contribute to that goal then there is no need to include it.
For the purpose of transferring a face-to-face training to online, the use of the following technologies within a CMS is suggested:
· Podcasts: Creation of podcasts can increase trainees interest and ongoing training as they can subscribe to them and receive updates whenever they are uploaded (Minocha, S., 2009).
· Wikis: For specific group projects, wikis are ideal in that every member of a group can contribute to the development of a project, there is a record of modifications and all members can access their group wiki anytime, anywhere (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).
· Blogs: The use of blogs will expand the commitment and collaboration of trainees within a CMS (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).
II. Aspects to Be Enhanced In the Distance Learning Format
Changing the venue of instruction requires revision of content, which might be modified, revised or added to (Kampov-Polevoi, J., 2010). The one aspect of any instruction in an online setting that is enhance in comparison to any face-to-face is writing. Writing becomes the means of communication in an online course and even though written assignments might not vary from a face-to-face courses (Kampov-Polevoi, J., 2010), written communication increases and requires references to resources for it to be part of an online course.Specific guidelines are required for trainees to engage on topic scholarly discussions which would contribute to further understanding of content (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Through encouraging written discussion in the online setting, trainees might become more involved in the content as trainees would have more time to analyze, reflect, and share insight with co-workers. This would be one way of creating a community of learners where meaningful learning would take place (Wegner, E.,
III. Change of Trainers Role In A Distance Learning Environment
The role of trainers, as that of teachers varies depending on their situation. In a distance learning environment, facilitators not only have to be subject matters experts (SME) but also have to be trained in best practices for distance learning which include the use of technology (O’Neil, TDG, 2006).
Some of these best practices include figuring out how far to go in sharing expertise, and holding back to let students explore and learn from each other also (Siemens, G., 2008). Siemens (2008) also refers to the online instructor as a concierge or curator in that the instructor holds all the already known expertise on the subject, but gives learners the resources, respecting their autonomy and letting them reach personal conclusions (Siemens, G., 2008). In doing so, the instructor provides information but not necessarily imposes its own ideas. Instead, lets learners become innovators of their own ideas.
IV. Steps for Trainer to Take For Encouraging the Trainees to Communicate Online
Completion of assignments relative to content and evaluation measures should include online collaboration. The trainer should take the following steps:
· Model discussion forum communication (Markel, S. L., 2001).
· Use real-life problems as examples for encouraging co-workers to contribute to their solutions.
Aside from the technical issues of delivering an online training module, the students’ or trainees’ responsibilities are different from in an online environment. For an online class, trainees may be advised on the following: 1. Being Prepared a. Technically b. Emotionally c. Learning Environment
2. Taking Responsibility
3. Expecting Differences with
a. Online Classes Etiquette b. Using Resources c. Self-Regulation d.Evaluation Methods
Furthermore, as included in the content differences, and pre-planning strategies, in online instruction the factor technology is one which should be addressed first. For with the knowledge of the technology at all levels, from using the computer, to familiarization of software, the trainees are going to be encouraged and motivated to continued training sessions using the online environment.
The best way to embark on these changes would be to use an instructional design model such as ADDIE. In completing this model, the trainer may have a clear view of what the course would look like and even test it out for its effectiveness.
Resources
Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6(1), 41. BioMed Central. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1564136&tool=pmcentrez&rendertype=abstract
Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/
Etienne Wenger, during presentation on Digital Habitats and Community Practice http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa
Kampov-Polevoi, J., (2010). Considerations for Supporting Faculty in Transitioning a Course to Online Format Online Journal of Distance Learning Administration, Volume XIII, (II). As found in http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html
Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II). As found in http://www.westga.edu/~distance/ojdla/summer42/markel42.html
Minocha, S. (2009). New Review of Hypermedia & Multimedia;, Vol. 15 Issue 3, p245-265, 21p, 2 Charts
O’Neil, T.D. (2006) How distance education has changed teaching and the role of the instructor.E-Leader, Slovakia, 2006. As found in http://www.g-casa.com/download/ONeil_Distance_Education.pdf
Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.
Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html 
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