Best Practices Guide · 2013. 2. 27. · Best Practices Guide Penelope Baker Page 7 3. Plan for...

Best Practices Guide

Penelope Baker


Penelope Baker

Table of Contents

I. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

II. Pre-planning Strategies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

III. Choosing the Right Content for the Blended Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

IV. Transitioning From Trainer to Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

V. Promoting Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

VI. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

VII. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15


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Introduction

As a training manager, you are taking an important step by initiating the conversion of

your company’s face-to-face training sessions to a blended learning format. Typically, a blended

format, also referred to as hybrid (Sands, 2002), combines online and face-to-face delivery with

30% to 79% of the content being delivered online (Simonson, Smaldino, Albright, & Zvacek,

2012). Blended courses reduce time in the classroom, but do not eliminate “seat time” (Sands,

2002, p. 1) altogether.

You indicate the reason for this conversion is related to the quality of communication

among trainees in your face-to-face sessions. Successful blended courses incorporate teaching

strategies which enhance communication and promote learner-content interactions, learner-

learner interactions, and learner-instructor interactions (Dashew & Lee, 2011).

This Best Practices Guide being prepared for you will include the following components

for redesigning your training materials into blended learning:

Pre-planning Strategies

Choosing the Right Content for the Blended Course

Transitioning from Trainer to Facilitator

Promoting Communication

Pre-planning Strategies

In regards to the issue of redesign versus conversion, instructional design experts

recommend redesigning rather than converting pre-existing courses for blended delivery

(Aycock, Garnham, & Kaleta, 2002; Garnham & Kaleta, 2002; The Pennsylvania State University,

2009; University of Wisconsin, Milwaukie, 2013). From a time perspective, you may believe it is


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more efficient to convert face-to-face courses by posting PowerPoint presentations and other

instructional materials on a server, or uploading podcast lectures to the Internet, but from our

experience, this is not the best practice. In contrast, redesign enables the instructional designer

and subject matter expert to look at the course with a fresh set of eyes, working together in a

comprehensive manner to create instructionally sound, blended courses (The Pennsylvania

State University, 2009).

For the redesign of face-to-face training into a blended format, we propose you work

with an instructional designer, using an instructional design process such as the ADDIE model.

ADDIE will guide you in the planning and creation of blended courses, utilizing these five stages:

Analysis, Design, Development, Implementation, and Evaluation (Intulogy, 2013). The ADDIE

model is used to analyze training needs, design and develop training materials, implement

training, and evaluate its effectiveness (Intulogy, 2013). It spans the entire training

development process from the first time you ask, “What do the learners need to learn?” all the

way to where you measure the results, “Did the learners learn what they needed to learn?”

(Intulogy, 2013). Refer to Figure 1 for the ADDIE model in action.

ADDIE

Analysis

Design

Development

Implementation

Evaluation

Figure 1


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Other instructional design processes may be used instead of ADDIE. The approach

depicted in Figure 2 may be utilized as an alternative to ADDIE for developing blended learning

content (The Pennsylvania State University, 2009; University of Wisconsin, Milwaukie, 2013).

During the planning process for your blended course, you should address the following

issues:

Who are the learners? In addition to the general information about your learners,

you will need to analyze their general abilities and potential for learner interactivity.

Likewise, you will also need to understand the learner characteristics of your target

audience such as their cultural background and educational level, basic computing

skills, and level of experience with online learning (Simonson et al, 2012).

What is the essential content? Allocating time in your planning process to identify

the concepts, knowledge, and specific skills needed to meet desired outcomes is

essential. For the online portion of a blended course, the amount of information

Establish Goals & Objectives

Determine What Will Be Online &

Face-to-Face

Create Content Outline

Develop Instructional

Materials

Figure 2


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delivered is reduced, while the interactivity of the learning experience is increased

(Simonson et al., 2012)

What teaching strategies and media should be used? It is best if you focus on

instructional strategies which engage learners in active learning. A best practice is

reducing the emphasis on the “informative” part of instruction and increasing the

emphasis on the “discovery” of information (Simonson et al., 2012, p. 159).

What is the learning environment? You will need to give consideration as to where

the online portion of the blended course will be completed; synchronously (at the

same time) in a computer lab, or asynchronously (different times and different

places) using private computers or mobile devices. In addition, you will need to

identify the technology needed for the online portion of the blended course and the

resources which need to be available to learners (Simonson et al., 2012).

Redesigning face-to-face courses into a blended format takes time. Ideally, you should

begin the redesign process up to six months before the blended course is deployed to your

learners (Aycock et al., 2002).

When time is not on your side and you must deploy the blended course within a shorter

time period, follow these recommendations for blended course development (Sands, 2002):

1. Start small and work backwards by creating your goals and objectives first, then

design face-to-face and online learning activities to meet those goals and objectives.

2. Think interactivity rather than delivery, by incorporating interactive learning

activities which promote higher order thinking. Summarizing and analyzing an issue

in an online discussion board is an example of this concept.


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3. Plan for effective uses of classroom time which connect learners to the online

content. Online and face-to-face instructional components should be relevant to

each other, as well as connect directly with the goals and objectives (Sands, 2002; as

cited in The Pennsylvania State University, 2009).

The most important strategy we recommend you incorporate in the planning stage is

the creation of a course syllabus. According to Simonson et al. (2012), it is the “single-most

important document an instructor can prepare”. A comprehensive syllabus includes at a

minimum, these components: course description, course dates and times, goals and objectives,

instructor information, grading policy, course policies for honesty and integrity, technical and

support requirements, required course materials, and a course outline (Simonson et al., 2012).

Other pertinent components may be added to the syllabus as applicable to the blended course.

Choosing the Right Content for the Blended Course

There is no standard approach when it comes to determining how much of the course,

or which components of the course, should be face-to-face versus how much and which

components should be online (Aycock et al., 2002). The goals and objectives of the blended

course drive the decision of the face-to-face ratio to online time. It is important for you to avoid

the assumption that the same instructional designs and methods which worked in the

classroom will work the same in the online portion (Keengwe & Kidd, 2010). Therefore, we

recommend you examine what was not working well in the face-to-face course that perhaps

can be done differently or better online (Aycock et al., 2002; University of Illinois Springfield,

2013). Ask yourself, “What activities can the learners do independently through the online


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portion and which activities do they need the assistance of the instructor in the face-to-face

portion?

To make the most of each mode of the blended course, it is essential to choose the right

activities for the right mode. A best practice is to “think about what is most engaging in the

traditional classroom and retain that portion for the face-to-face experience” (University of

Illinois Springfield, 2013). Refer to the table in Figure 3 for specific recommendations.

Making the Most of Each Mode Online Face-to-Face

Assignment Submissions

Lower-Stakes Quizzes & Tests

Conferencing Follow Up on Online Discussions

Case Studies Podcasts Demonstrations Group Work

Course/Module Evaluations & Surveys

Readings Editing and Revision

Introducing Complex Assignments

Discussion Reflections Exams Labs

e-Portfolios Remedial Materials Field Trips Role Playing

Games Self-Assessments Film Clips Student Presentations

Group Work Study Guides

Lecture Notes

Figure 3

(University of Illinois Springfield, 2013)

When redesigning the course, you must focus on integrating the face-to-face and online

learning so both portions are connected to one another (University of Illinois Springfield, 2013).

The online learning modules play a critical role in the success of the blended course, and the

online portion must be “relevant to the in-class activities” (Aycock et al., 2002, p. 3). The goal of


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integration is to have one blended course with two components, not two separate courses

(Aycock et al., 2002).

Blended courses incorporate a variety of learning environments, instructional strategies,

and learning methods into their design, including the use of synchronous and asynchronous

learning activities and digital online technology tools (Keengwe & Kidd, 2010). While technology

will have a role in the design of your blended courses, we recommend you not allow technology

to not drive the design of the course. Instead, think of technology as a tool to be used to

accomplish your goals and objectives. Initially, keep technology simple to avoid overwhelming

the learners and risk a technical support nightmare (University of Wisconsin Milwaukie, 2013).

As the distance learning skills increases for your learners, more advanced technology may be

added. Internet-based technology tools such as course management systems, discussion

boards, chat, web conferencing, blogging, wikis, podcasting, social networking, and virtual

worlds (Simonson et al., 2012) should be gradually added as your learners become more

confident with how a blended course functions (University of Illinois Springfield, 2013).

Transitioning from Trainer to Facilitator

As you transition from a full face-to-face environment to a blended environment, you

will also be transitioning from trainer/instructor-centered and lecture-centered approaches

towards a student-centered learning approach (Simonson et al., 2012). Student-centered

learning is a new philosophy of education which “promotes active learning, collaboration,

mastery of course material, and student control over the learning process” (Simonson et al.,

2012, p. 123). As you transition to a blended environment, you will also transition from the role

of trainer or instructor to a role as facilitator (Simonson et al., 2012). See Figure 4 for a list of


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the transitions you and your learners will experience as student-centered learning is

incorporated into your blended courses.

Teaching a blended course will be challenging for you initially because it requires

different teaching skills as you must learn to manage both the face-to-face and online portions,

while at the same time preparing your learners to function in a blended format (University of

Wisconsin Milwaukie, 2013). Below are suggestions for overcoming these challenges.

Rethinking Course Design: As a successful blended course instructor, you will need

to design online learning activities based on the goals and objectives specific to the

blended course being developed. In addition, you will be integrating online activities

with face-to-face activities and transitioning from lectures and presentations to

student-centered active learning (University of Wisconsin Milwaukie, 2013, p. 2).

Student-Centered Learning

Lecturing to Coaching

Taking Attendance to

Logging On

Distribution Requirements to

Connected Learning

Credit Hours to Performance

Standards

Competing to Collaborating

Library Collections to Network Connections

Passive Learning to

Active Learning

Textbooks to Customized Materials

Figure 4 (Oblinger, 1999; as cited in Simonson et al., 2012, p. 123)


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Adopting a New Approach to Teaching: One of the most effective learning

strategies to promote learner-learner and learner-instructor interaction in the online

environment is to utilize tools for online discussions and small group activities

(Dashew & Lee, 2011). You will need to learn how to facilitate these online activities.

We recommend you also consider how you can transition from traditional methods

of assessment of your learners to those assessment methods which may be

conducted in the online portion (University of Wisconsin Milwaukie, 2013).

Simonson et al. (2012) suggests these online assessment strategies :

Online tests and quizzes

Graded discussion boards using asynchronous tools

Oral exams using synchronous tools

e-Portfolios

Problem-based activities and games

Rubrics

Managing the Dual Learning Environment: Facilitating a blended course is more

challenging than either a full face-to-face or online course. You will need to prepare

yourself for the increased responsibilities of scheduling and communication. In

contrast, it is best not to overload yourself or your learners. (University of Wisconsin

Milwaukie, 2013).

Preparing Learners: You will need to prepare your learners for functioning in a

blended format, as being active and self-directed learners will not necessarily come

natural to them. They may need assistance, at least initially to manage their time


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and meet course deadlines, as well as learning to use new course technologies

(University of Wisconsin Milwaukie, 2013). In addition, it is fairly common for

learners to over-estimate their basic computing abilities. They may say they know

how to use computer file management techniques, work independently in Microsoft

Office applications, and understand advanced concepts for web browsers, but in

reality, many learners only have experience with “email, chat, and web-surfing

(Sands, 2002, p. 3). To overcome these challenges and promote the learning of

computing skills, you should be prepared to “teach the skills in the context of a task

that must be completed or information that must be learned” (Sands, 2002, p. 3).

You will also need to be considerate of learner workloads by avoiding the urge to

require more work in a blended course than you would in a face-to-face course

(University of Illinois Springfield, 2013).

Promoting Communication

As we transition to the topic of promoting communication, it is important to note,

blended courses challenge the normal channels of communication between learners and the

instructor because up to 79% of the content is delivered online (Simonson et al., 2012). Your

learners may be separated from each other and from you potentially for a significant part of the

blended course.

Whether in a face-to-face or online environment, researchers tell us, class participation

enhances learning (Conrad & Donaldson, 2004; as cited in Simonson et al., 2012). In a blended

format, you will need to work at developing a "sense of community" (Simonson et al., 2012, p.

230) between you and your learners, and encouraging the learners to promote that same sense

Communicate Collaborate

Interact

Remember CCI


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of community between each other. Engaging learners in online communication activities

through the use of asynchronous threaded discussions, synchronous group chats, collaborative

small group activities such as blogs and wikis (Simonson et al., 2012) helps to bridge the

communication gap. Allowing learners to initiate and lead asynchronous discussions and

synchronous collaboration activities are additional ways to promote a sense of community

among each other.

As the facilitator, you will need to plan on interacting and communicating with your

learners on a regular basis. Participating in the threaded discussions, chats, and small-group

activities help to promote a sense of presence between you and your learners (Simonson et al.,

2012). Providing individual feedback through emails and instant messaging are ways you can

communicate with your learners. In addition, regular communication through announcements,

creating a series of helpful tips for distribution through a course management system, or email

system are additional ways to stay connected to your learners. Likewise, you will need to

encourage your learners to use the same tools to stay connected to one another.

There will be times when your learners need to contact you on an individual basis for

issues related to the course content, assignments, projects, technology, or for personal reasons.

Therefore, providing your learners with your contact information is essential. They will need to

know how and when to contact you, especially the best way for contacting you. Including your

contact information in the syllabus is a must, though it is also helpful to include the same

information in other ways such as emailing or posting it within the course management system,

through announcements, or in the discussion board. For blended courses to be successful,

there must be effective communication between you and your learners.


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Conclusion

Throughout this Best Practices Guide, our aim has been to provide you with the tools

and strategies to assist you with the conversion of your face-to-face courses to a blended

format. Our aim was not to overwhelm you with everything there is to know regarding

blending learning, but instead to provide you with the essential information you need to be

successful during the conversion process.


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References

Aycock, A., Garnham, C., & Kaleta, R. (2002). Lessons learned from hybrid course project.

Learning Technology Center, University of Wisconsin-Milwaukee, 8(6), 1-5. Retrieved

from http://www.wisconsin.edu/ttt/articles/garnham2.htm

Dashew, B., & Lee, R. (2011). Designed learner interactions in blended course delivery. Journal

of Asynchronous Learning Networks, 15(1), 68-76. Retrieved from

http://ezp.waldenulibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct

=true&db=ehh&AN=63580762&scope=site

Garnham, C., & Kaleta, R. (2002). Introduction to hybrid courses. Learning Technology Center,

University of Wisconsin-Milwaukee, 8(6), 1-3. Retrieved from

http://www.wisconsin.edu/ttt/articles/garnham.htm

Intulogy (2013, February 24). The ADDIE instructional design model, a structured training

methodology. Retrieved from http://www.intulogy.com/addie/index.html

Keengwe, J., & Kidd, T. T. (2010). Towards best practices in online learning and teaching in

higher education. Journal of Online Learning and Teaching, 6(2), 1-11. Retrieved from

http://jolt.merlot.org/vol6no2/keengwe_0610.htm

Sands, P. (2002). Inside outside, upside downside, strategies for connecting online and face-to-

face instruction in hybrid courses. University of Wisconsin-Milwaukee, 8(6), 1-4.

Retrieved from http://www.wisconsin.edu/ttt/articles/sands2.htm

Simonson, M., Smaldino, S, Albright, M., & Zvacek, S. (2012). Teaching and learning at a

distance Foundations of distance education (5th ed.). Boston, MA: Pearson.


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The Pennsylvania State University (2009). Course design / redesign. Retrieved from

http://weblearning.psu.edu/blended-learning-initiative/course-design-redesign

University of Illinois Springfield (2013, February 20). Designing a blended course. Center for

Online Learning, Research and Service. Retrieved from

http://www.uis.edu/colrs/learning/pedagogy/blendeddesign.html

University of Wisconsin Milwaukie (2013, February 20). Hybrid courses faculty resources.

Retrieved from http://www4.uwm.edu/ltc/hybrid/faculty_resources/index.cfm

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