Considerations when Converting Training into Blended Environment

One of the considerations for preplanning is to understand if there is a budget available for the conversion of the program. The trainer needs to secure not only a budget for the program but also for the technology to be implemented as part of the program. The trainer must also ensure the availability of resources and equipment such as computer, space for training and use of computers, and the availability of server space for the materials. It is also important to consider the program’s audience to ensure the learners’ capabilities and limitations for appropriate instruction. The content to be delivered must also be considered. The trainer must understand what limitations exist when facilitating in a blended environment; is the content appropriate for such method?

The media must also be considered; how will it be used and developed? Curriculum development? According to Simonson, Smaldino, Albright, and Zvacek, 2012 “The key to using quality instructional materials is that the appropriate media is selected…Instructional materials need to enhance the learning opportunities for students”. In addition, “the instructor can design instructional materials to direct students in their exploration of content and to actively engage them in the learning activities”. It is also important to consider what methods will be used to engage the learner. According to Smaldino, et. al., “the more actively engaged the students, the more likely learning will occur in a distant setting” (2012); therefore, it is important that appropriate methods for engagement are considered to ensure the success of the blended sessions. Some aspects of the original setting that could be enhanced are the any lectures. The lecture can be delivered face to face but enhanced with additional material or exercises for the learner to complete through the web; such as tests, activities requiring student collaboration or discussion forums among the staff. Smaldino, et. al., teaches us that “strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (2012).

Some tips for increasing and improving communication would be discussion forums where learners must participate, group-based activities which require all team members’ participation through wikis or other collaboration tools, provide training, and stress the importance of effective communication for the success of the program and the learners.

Consideration PDF Document 

Resources

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.