Walden University

Stacie Prater

EDUC 6135-1: Distance Learning

Dr. Ronald Paige
October 19, 2014

Pre-Planning Strategies .......................................................................................................................................... 1

Put Extra Emphasis on the Planning Stage...............................................................................................................1
Choose Strategies Generated from Valid Theories ..................................................................................................1
Use Technology as a Tool, Not a Champion .............................................................................................................1
Using the Online Format to Enhance Learning ....................................................................................................... 2
5 Ways Online Learning Can Boost the Learning Experience ..................................................................................2
A Word of Warning: Avoid the Content Dump ........................................................................................................2
Your Changing Role ................................................................................................................................................ 3
Traditional Face-to-Face v. Online Facilitation ........................................................................................................3
Tips for Transitioning to a Support Role ..................................................................................................................3
Train the Trainee ......................................................................................................................................................3
Communication in the Online Environment ........................................................................................................... 4
What You Should Do to Facilitate Communication..................................................................................................5
Resources .............................................................................................................................................................. 6

(Dave1747249, 2012)

Put Extra Emphasis on the Planning Stage

Teaching at a distance requires an additional emphasis on the planning stage because unlike in a classroom, you
wont be there at all times of the learners experience to guide them (Simonson, Smaldino, Albright, and Zvacek,
2012). Have a careful plan for your design, integrating only essential content with clear goals and objectives
(Simonson et al, 2012). Leave out any nice to know content, as interesting as it might be. And, make that welldesigned plan clear to your learners when the time comes. Simonson et al (2012) recommend using the syllabus to
explain objectives, set expectations, and identify necessary skills that the course requires.

Choose Strategies Generated from Valid Theories

It may be tempting to ask Google for a few interesting distance learning strategies and run with what sounds good,
like you might choose an appetizing dish from a dinner menu. However, truly effective distance learning design
relies on valid learning and instructional design theory. So, take some time before you begin to learn about the
science behind distance learning and what strategies are available to you. Dr. Saba (Laureate Education, n.d.a)
suggests asking these four questions to evaluate a theory before you apply it:
1.

Does it have a solid philosophical foundation?

2.

Is it grounded in existing knowledge about your subject?

3.

Does it have verified concepts and principles?

4.

Is it proven effective?

Carefully selecting an instructional design strategy also includes selecting the right technology (see below).

Use Technology as a Tool, Not a Champion

Recommendations from Simonson, Smaldino, Albright, and Zvacek for designing online instruction include using
multimedia resources such as tables and figures, and encouraging interactivity with group collaboration, discussion
boards, and contact information for the teacher or facilitator (2012). Beldarrain (2006) describes emerging
technologies that many educators are using to boost the learning experience, (p. 141) including blogs, podcasts,
RSS feeds, and wikis.
All of these are excellent tools for facilitating learning (Simonson et al, 2012), but keep in mind that the simple
employment/deployment of technology does not guarantee a rich learning experience. Richard Clark discovered
that that while helpful for storage and delivery, media were not responsible for a learning affect, (Simonson et
al., 2012). So, as you choose your technology, choose it for the purpose it serves, not simply because it was the
shiniest tool in the toolbox.

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5 Ways Online Learning Can Boost the Learning Experience

1.

Chunk it online for better application.

By breaking apart a typical all-day workshop into smaller elements independently accessible from within
ones working environment, its easier for learners to apply their lesson in the real world. Youll transform
learning from a one-shot fixed term to an on-going event that is intermingled with the actual work
process, (Huett, Moller, & Foshay, 2008, p.71).

2.

Discuss it online for deeper responses.

Some students report that they dont have enough time during class to think about their response to a
question, or ask additional questions of their own (Simonson, Smaldino, Albright, & Zvacek, 2012). By
putting your discussions online, you give them the additional time they craveand you get more time to
respond as well. Online learners can move beyond of the limitations of classroom time to ask questions,
and instructors have more time to respond (Moller, Foshay, & Huett, 2008).

3.

Share resources online for greater access.

If you have been concerned about low attendance or the cost of transporting your trainees to your
workshops, online learning is a great solution. Research shows that online learning increases access to
materials because learners are no longer inhibited by transportation and time restrictions, or the costs
related to each (Laureate Education, n.d.a).

4.

Go asynchronous for customized pacing.

In a classroom, you are constantly doing your best to keep a training pace that maintains interest without
overwhelming your learners with too much at once. And thats not easy when they are all learning at a
different pace! In contrast, when students navigate through a course online, they set their own pace
(Thompson, 2011). They can replay videos and audio recordings and reread text as needed, retake
eLearning courses, or simply pause to digest a particularly challenging segment.

5.

Track it for rich feedback to use in course evaluation and improvements.

Most LMS offer robust evaluation tools, like quizzes and feedback forms, to track and generate reports on
learner performance and improvement (Simonson et al, 2012). Instead of taking time to pass out, collect,
review, and analyze paper forms from a workshop, you can save time by allowing the LMS to do it for you.

A Word of Warning: Avoid the Content Dump

What works in person may not necessarily work online. So, when you are translating your face-to-face learning
experience to an online format, your goal should be to create an equivalent outcome, not to duplicate content,
(Laureate Education, n.d.a).
When you create a blended approach that includes both online and face-to-face elements, this means a critical
consideration of how each element will complement the other. Resist the temptation to simply add on to the
current course and avoid Kaleta, Garnham, and Aycocks course and a half syndrome, (2005) in which students
experience a classroom experiences that simply repeats what they learned online (or vice versa). By integrating,
not just duplicating, online and classroom elements, youll develop more in-depth and thoughtful discussions and
ideas and to avoid complaints from your learners that they are taking two courses instead of one (Kaleta et al.,
2005).

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Traditional Face-to-Face v. Online Facilitation

Traditional Face-to-Face Facilitation

Online Facilitation

You are the undisputed leader of the

training experience.

You must collaborate with your learners in the direction of their

learning. The teacher becomes a facilitator, authority and decision
making are shared processes, (Burge, 1988, para. 31).

Training occurs in a specific time and place,

separated from your employees typical
routines.

Learning isnt in a vacuumthere will be opportunities for

enrichment and distraction because over the length of a course,
the internal self of the learner is always interacting with an
external environment, Burge, 1988, (para. 29). As facilitator, your
teaching style must make room for the things that compete for
your learners attention.

Your learners are already familiar with the

learning environment.

You must make accommodations for learners new to the distance

learning environment. In many e-learning environments, levels of
intrinsic cognitive load could be too high for novices, causing low
retention rates among distance learners, (Capan, Lambert, &
Kalyuga, 2009).

The living presence of your group of

learners in the classroom creates an implicit
opportunity for live interactions and a
sense of community.

The kiss of death for any distance learning course is the lack of
student participation, (Simonson, Smaldino, Albright, & Zvacek,
2012). You must spend time deliberately building a learning
community through designated interactive activities.

Tips for Transitioning to a Support Role

Stepping out of a formal teaching role and into a support role is an important element of effective distance
learning facilitation (Simonson et al, 2012). If that is difficult for you, here are some additional tips. When you find
yourself wanting to step in and lecture, consider one or more of these options instead:

Show interest in the student's thoughts and

opinions.

Lead the student toward inquiry before

supplying them with too many facts.

Review goals and acknowledge goal

completion.

Encourage use of resources.

Set projects or tasks for the student that reflect

their interests.

Acknowledge the preferred learning style of

the student.

(Adult Learning Theory and Principles, 2014)

Train the Trainee

Learning technology at the same time you are learning a new skill will magnify the perceived difficulty of a task
(Capan, Lambert, & Kalyuga, 2009). This is important to remember both for you and for your students. To make it
easy on yourself, get the training you need before the class goes live. For your students, suggest the same. And, be
sure to build support for new or difficult technology into the course so that students can seek help when they run
into trouble (Simonson et al., 2012).

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Successful distance learners . . . seek out opportunities for collaborative learning with peers and
instructions in order to address problems, share understands, and exchange experiences and insights,
(Hong & Jung, 2010, p. 32).

Social interaction in a learning community is an essential element of meaningful, effective learning experiences
(Simonson, Smaldino, Albright, & Zvacek, 2012). However, while you and your learners are very familiar with what
its like to communicate in person, you may not feel as at ease communicating online. Here are some differences:

See Differently

Hear Differently

Unless you are using live video conferencing, you and

your learners will not be able to read each others
facial expressions and body language for visual cues
about comprehension or mood.

In live interactions, voices are much harder to

distinguish in telecommunication than in person
especially when several people are speaking at once.

TRY THIS:

TRY THIS:

Avoid visual shouting use all caps and

exclamation points sparingly.

In video-conferencing and teleconferencing,

emphasize allowing only one speaker at a time.

Be careful with humor make sure that you

make it very clear when you are joking.

Provide netiquette guidelines to your learners.

In teleconferencing, ask each participant to

introduce themselves by name before
speaking.

Include other methods of visual delivery

(images, concept maps, videos) to enhance the
learning experience.

In video conferencing, use teleconferencing

software that includes functions such as chat
boxes and raising your hand to reduce
overlapping speakers.

(Betts, 2009)

(Simonson et al, 2012)

Much more reading is required; learners will need to

read instructions and training that you might typically
say out loud.

Unless you are using video- or teleconferencing, you

and your learners will not be able to use your tone of
voice to communicate meaning or warmth.

TRY THIS:

TRY THIS:

Practice the art of brevity. Unlike spoken

instructions, you dont need to repeat yourself
to ensure that your message is heard.

To reduce required reading, consider podcasts

instead of translating face-to-face materials
into written text. Podcasts can be an effective
instructional choice for developing research
skills and reflective skillsskills related to selfmonitoring and self-assessment, (Laureate
Education, n.d.b).

Write in words what you would otherwise

leave to inflection. For example, This next part
is very important, or, Im very excited to
share this with you.

Use a voice recording to share important

information (and ask your learners to do the
same).

(Betts, 2009)

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What You Can Do to Facilitate Communication

1.

Clearly explain when and how students can contact youand make sure you honor your commitment
to be there. Once youve explained when and how you can be reached, its important to follow through
on your commitments to communication and connection (Simonson et al., 2012).

2.

Diversify your communication methods to include audio and video components. Recognizing that

online education can be very text-driven, it is important that faculty integrate diverse
communication strategies into online courses to engage and connect students as active
participants, (Betts, 2009).
3.

Establish requirements for students to work with a group. Working together creates a richer learning
experience for the individual participant, (Simonson et al., 2012, p. 222).

4.

Get trained in online communication. Training is recommended for online course instructors to help
them build their online communication skills, particularly in learning to express the right tone in written
correspondence (Betts, 2009). Betts states that a caring tone can prove a powerful source of connection
between students and teachers, particularly during times of doubt or difficulty for students which can
affect recruitment, engagement, and retention, (2009, para. 43).

Stacie Prater | EDUC 6135-1: Distance Learning | WK7 Application: Converting to a Distance Learning Format | 5

Adult Learning Theory and Principles. (n.d.). In QOTFC the clinical educators resource kit. Retrieved September 13,
2014, from http://www.qotfc.edu.au/resource/?page=65375
Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and
collaboration. Distance Education (27)2, 139-153.
Betts, K. (2009). Lost in translation: Importance of effective communication in online education. Online Journal of
Distance Learning Administration, XII(2). Retrieved September 23, 2014,
from http://www.westga.edu/~distance/ojdla/summer122/betts122.html
Burge, L. (1988). Beyond andragogy: Some explorations for distance learning design. International Journal of ELearning & Distance Education,3(1), 5-23. Retrieved September 10, 2014, from
http://www.ijede.ca/index.php/jde/article/view/326/220
Capan, L., Lambert, J., & Kalyuga, S. (2009). Student perceptions and cognitive load: What can they tell us about elearning web 2.0 course design? E-Learning, 6(2), 150-162.
Dave1747249. (2012, June 22). [Untitled electronic image]. In SomeECards. Retrieved from
http://www.someecards.com/usercards/viewcard/MjAxMi0yYmYwNzEyODNiZWZhZmRl
Hong, S., & Jung, I. (2010). The distance learner competencies: A three-phased empirical approach. Educational
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http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_72.pdf
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distance education (5th ed.) Boston, MA: Pearson.
Thompson, Michael. [educationelements]. (2011, September 24). The basics of blended learning [Video file].
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_HwY.

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