1

Running Head: DISTANCE LEARNING TRAINING PROGRAM GUIDE

Distance Learning Training Program Guide

Team Madam Curie:

Kurt Gosney, Darius Hunt, Tiffany Kessler, Erin McCracken, Carolyn Wilson

CUR 532

September 14, 2020

Gregory Jackson
2
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Table of Contents

Program Information..............................................................................................................3

Program Audience............................................................................................................................3

Program Goals..................................................................................................................................3

Program Objectives..........................................................................................................................4

Ways of Assessing the Program........................................................................................................6

Summative Portfolio/Presentation.....................................................................................................................6

Exit Survey...........................................................................................................................................................7

Facilitator Skills and Instructional Materials..........................................................................7

Technology Tools Training.....................................................................................................7

Technology/Media Tools to Engage and Enhance Student Learning............................................................7

Technology Tools for Student Collaboration....................................................................................................8

Training on Addressing Technology Issues.............................................................................8

Classroom Management Training.........................................................................................10

The Importance of Feedback..........................................................................................................11

Challenging Behaviors in an Online Environment.........................................................................12

Conclusion............................................................................................................................13

References............................................................................................................................13

Appendix...............................................................................................................................14

Online Learning Portfolio/Presentation.........................................................................................14

3
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Exit Survey......................................................................................................................................15

Program Information

Program Audience

The distance learner trainee will be an active participant within the program, advancing

their known skillset to a new environment and applying new tools to their teaching practice.

Participants will be from varying backgrounds and varying skills sets, which will result in

individualized paths through this program.

All participants will have at least a master’s level education within their content area.

This helps identify common characteristics within the trainee, such as motivated to learn new

content and problem solve. Successful completion of a master’s program indicates time

management skills and dedication to accomplishing a goal. All participants will also have

pedagogical skills for a face-to-face environment, which can be shifted over to an online

environment. All participants will complete online facilitation training to help the distance

learner trainee shift their face-to-face practice into an online environment.

4
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Changing environments may cause some hesitation or anxiety among participants. It

would be beneficial for all trainees to feel secure within the trainee environment. Providing a

strong structure of support would help ease the trainee as they learn. Not all trainees will have

the same comfort level concerning the technology used for the training program or online

facilitation. Distance learner trainees who show proficiency in technology skills within the

training on online facilitation best practices, will forego technology training and move to the next

step of their training.

Program Goals

This comprehensive program looks at the individual online facilitator and guides them

through utilizing their known skills and developing those skills needed to be successful in an

online environment. The program acknowledges that participants may enter with varying needs.

This program will approach each learner regardless of knowledge of skill level to establish the

same outcome: ensure an online learning experience that is valuable and engaging. 

The Facilitator Training Program will work with participants to identify specific skills

needed to function within the program, and help that participant move to a more excelled level.

We will also work individually with participants to help establish a community of available

support and a toolbox at the ready for various scenarios. These varying levels will help support a

trainee as they work to establish necessary skills.

Specific program goals include:

 Distance learner trainee will develop and define their online facilitator personality.

 Distance learner trainee will become comfortable with the LMS used for online learning.

 Distance learner trainee will be able to navigate an online course from a student and

facilitator perspective.
5
DISTANCE LEARNING TRAINING PROGRAM GUIDE
 Distance learner trainee will identify strategies for engagement of online learners.

 Distance learner trainee will identify technologies to use within their own online course

to engage online learners.

 Distance learner trainee will comprehend and analyze the evaluation criteria required by

the institution of distance learning facilitators.

 Distance learner trainee will build their own personal learning community (PLC) by

identifying connections within the training program.

Program Objectives

The distance learning training program consists of a serious of face to face workshops

and online courses that work in tandem to develop needed skills for online teaching. Each

workshop and course work to focus in in specific skills. All objectives listed below are addressed

at least once in the entirety of the program. Most are address individually and applied jointly to

various scenarios and assessments.

Program objectives include:

 The distance learner trainee will define their online facilitator personality by identifying

their online classroom rules and three strategies in creating a positive online learning

community.

 The distance learner trainee will identify the learning management system used for online

learning and be able to login to the platform within two attempts.

 The distance learner trainee will distinguish between viewing the online course by

changing between teacher and student accounts properly within one attempt.

 The distance learner trainee will show their understanding of the LMS by completing

each course setup procedure correctly to 90% accuracy when compared to a master
6
DISTANCE LEARNING TRAINING PROGRAM GUIDE
online teacher.

 The distance learner trainee will identify four strategies for engaging online learners

within the designated course unit of the training program.

 The distance learner trainee will identify four web tools that enhance online learning

pedagogy within the designated course unit of the training program.

 The distance learner trainee will apply a web tool to a given scenario and describe in one

well developed paragraph how that tool assists the online learner in the given scenario.

 The distance learner trainee will explain the evaluation criteria used for online facilitators

in two paragraphs.

 The distance learner trainee will identify three personal learning community members by

the end of the program.

 The distance learner trainee will identify two areas of future growth and predict how each

area may be achieved within the span of their first online teaching assignment.

Ways of Assessing the Program

Summative Portfolio/Presentation

The distance learning trainee will compile a portfolio/presentation that includes multiple

components of all training attended while in the program. This portfolio/presentation will include

introducing themselves as online facilitators and identifying what online learners can expect

from them. Trainees will also include research pertaining to three web technologies that will

enhance the distance learning trainee’s online teaching practice and engage online learners. The

trainee must research the tool, identify two ways of using the tools within an online classroom

and describe using at least two paragraphs how that specific tool will engage learners in an

online environment.
7
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Distance learning trainees will also be required to include their approach to meeting

proficiency regarding each section of the online facilitation evaluation rubric. Each section is a

requirement for all facilitators within the online format. The distance learning trainee will

describe how they will meet each requirement in at least one well-developed paragraph per

section.

Lastly, the distance learner trainee will present the members of their personal learning

community and describe how each member will assist in their online teaching practice growth.

The full Summative Portfolio/Presentation Assignment Sheet is available in the Appendix

section of this program guide.

Exit Survey

Distance learning trainees will be asked to complete an exit survey upon successful

completion of all trainings. The program is looking for a referral rate of 80% or above, 70%

participant recommendation, and 90% of data indicates participants feel ready to facilitate a

course in an online environment. Retention rates of distance learning trainees should be above

80%. The full Summative Portfolio/Presentation Assignment Sheet is available in the Appendix

section of this program guide.

Facilitator Skills and Instructional Materials

Effective distance learning training participants will be active within their training

throughout the program. Research from Farajollahi et al (2010) discusses what is needed for an

effective distance education. By following the research, this distance learning training program

will be learner centered. In an effort to make sure participants are receiving training in skills they

do not already possess, learners will complete diagnostic testing upon entry into the program.

These results will create an individualized path through the necessary courses for a participant to
8
DISTANCE LEARNING TRAINING PROGRAM GUIDE
feel in control and at the center of their learning. Participants will have opportunities to complete

activities, discuss with peers and instructors, and actively apply knowledge to various contexts

and situations (Farajollahi, 2010). These opportunities may include discussion boards where all

participants converse together about research readings. It may also include simulations of

scenarios through Ed Leadership Simulations. This platform will allow for participants to use the

knowledge gained in readings and discussion to a real-life scenario, but in a safe environment.

The distance learning training program believes the foundation to any effective facilitator

is that of best practices in online education. These pedagogical pieces allow for an online

facilitator to fully understand what to expect in an online environment. Crawford & Wiest (2012)

discuss “instructor preparation and support (p. 13)” as a category of successful online

facilitation, stating “with proper professional development ... instructors have been shown to

hold high expectations and adapt their teaching to appropriate online teaching strategies (p. 13).”

The first part of training allows for a solid foundation in setting expectations and success in an

online environment.

Distance learning training participants will then be trained on LMS technology. Proper

training in technology also helps develop an effective online facilitator. Crawford & Wiest

(2012) state online “instructors ... need support beyond training in the pedagogy of online

instruction. Online instructors need access to and training in appropriate technology (p. 13).” In

keeping with building relationships discussed further in this guide, understanding the technology

used within a distance learning program allows the facilitator to be a resource to students.

Effective facilitators know how to help students troubleshoot challenges within the platform, as

well as use technology to aid in learning.

9
DISTANCE LEARNING TRAINING PROGRAM GUIDE
After learning navigational technology skills, participants will think forward on that

knowledge as it applies to building relationships with their students through feedback strategies.

Tanis (2020) states “faculty-student communication creates a sense of online community (p.2).”

The distance learning training program believes one of the best ways to engage in faculty-student

communication is through effective feedback. Participants will be given written scenarios of

student related work and will practice giving feedback to the student. The distance learning

trainee will then receive their own feedback from the PD course instructor, to further their

understanding of effective feedback.

In their study, Ryan & Langub (2015) found that “46.7% of statements” mentioned the

importance of feedback in relation to online teaching best practices. The authors “recognize that

student success is tied directly to constructive feedback and is a best practice in the online

environment (Ryan & Langub, 2015, p. 5).” By providing the learner with constructive feedback,

the facilitator is elevated to a role of ‘resource’ in an online course. Upon completion of the

program distance learning trainees will be confident in their ability to become a resource to their

online students.

Technology Tools Training

Distance learning trainee’s will be immersed within technology not only as they complete

their training, but also as they embark on facilitating their own courses. As distance learning

happens at a distance, it is a goal of this program that the trainee leave the program with at least

three technologies that engage and enhance student learning, as well as three technologies that

allow for student collaboration. These technologies will be a part of the distance learning

trainee’s toolbox as they begin their first online facilitation. Below is a sampling of the tools

distance learning trainee’s will be exposed to during the program.

10
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Technology/Media Tools to Engage and Enhance Student Learning

Glogster

As a free platform, Glogster enables learners to combine resources into creative and

interactive posters (Glogster, 2015). By allowing for multiple participants to contribute portions

of a project asynchronously, this platform encourages student learning and student collaboration.

Glogster provides a blank canvas for each participant to bring videos, pictures, and their own

insight and knowledge, to a collaborative effort in creating a poster of information about a topic.

Glogster allows for outside resources to be applied based on a participant’s understanding and

personal experiences.

Technology Tools for Student Collaboration

Flipgrid

Flipgrid is technological tool that encourages student collaboration and discussion

(“Empower”, 2020). Using video and microphones, Flipgrid allows participants to collaborate

regardless of location. A given area can be created where invitations can be provided to a smaller

group of students, allowing for more in depth collaboration. Flipgrid participants can post and

reply to other’s posts asynchronously, allowing for the discussion to continue beyond immediate

availability.

Training on Addressing Technology Issues

Distance learning will provide opportunities through a variety of options to achieve

educational goals. The distance learning training program provides experiences for participants

to utilize virtual learning tools. Participants will be well equipped to use technological tools upon

completion of the program. Resources that this distance learning training provides gives, at really
11
DISTANCE LEARNING TRAINING PROGRAM GUIDE
any age level, the experience to utilize the need for virtual learning and will equip learners with

the information to successfully use technology as part of the new education paradigm.
https://www.shutterstock.com/search/technolgy+man
gment+resolutions?
As delightful as virtual learning experiences may be, it does not come without some

problematic side effects. No progress is without challenge, this also pertains to technology and

learning. Sousa & Rocha (2019) state that “digital learning is an unplanned and implicit process

with unpredictable results using several types of technological devices (p. 91).” However, the

issues distance learners face, can be resolved with careful planning and training. During a

participant’s time within the program, technology management issues will be addressed.

Participants can expect to have numerous answers available to a variety of technology issues that

may arise during facilitation of online courses. Below is a chart of some of the issues participants

will learn about at this juncture in the program:

Technology Management Issues Resolutions

https://www.shutterstock.com/search/technolgy+mangment+iss
ues?
 Accessing the technology (Shahmoradi et.  Start with the basics.

al. 2018)  Check that caps lock is off.

 Be sure to keep IT number aside

for accessing.

 Always be sure to clear cookies

prior to starting web searches.

 Log in issues  Leave the site and try to re-log in.

 Restart the computer.

12
DISTANCE LEARNING TRAINING PROGRAM GUIDE
 Always re-check password for

“case sensitive” letters or symbols.

 Cannot upload assignments  Keep IT number and use it.

 IT will aid in any technical

difficulties.
 Unable to navigate the LMS  Request a demonstration of the

LMS.

 Learn basic functions of LMS.

 Request a practice session prior to

a course.
 Skill challenges (Shahmoradi et. al. 2018)  Create a safe learning

environment.

 Allow learners to use whatever

technology they are comfortable

with for assignment submission.

Classroom Management Training

During this training program the importance of classroom management and resolutions

will also be outlined. Incorporating classroom management policies will provide an optimal

learning environment while keeping control of the learning experience.

Classroom Management Strategies Solutions

 Begin course with an introduction  Allowing leaners to give background;

discussion board demographics will allow for personal

respect.

 Example: Use a team charter

 Post rules on a news item page  Keeping any personal bias out of the
13
DISTANCE LEARNING TRAINING PROGRAM GUIDE
learning environment.

 Stick to the topic with facts.

 Display office hours.

 Provide weekly zoom invites  Providing weekly zoom sessions.

 Provide face to face feedback.

 Use appropriate tone for feedback.

 Monitor discussion board post  Daily monitoring of comments to

between learners ensure there is no negativity in posts.

 Intervene any inappropriate posts

privately with those involved.

 Re-introduce the rules and guidelines

of the course discussion posts

etiquette.

The Importance of Feedback

“Negative interactions such as misunderstandings, conflict, or criticism can weaken a

teacher-student relationship” (Terada, 2019). Feedback is a response from the facilitator to work

provided by the learner. Feedback is meant to produce learner improvement, not damage it.

Leaner feedback can be delivered in different forms: messages, comments such as an edited

document by the facilitator, and audio recordings. While in the program, distance learning

training participants will be well versed in the impact feedback may have on an instructor-learner

relationship.

“Learner-content interaction has a large effect on learning outcomes” (Goh et al, 2019).
14
DISTANCE LEARNING TRAINING PROGRAM GUIDE
When providing messages as a means of feedback communication is key. Participants in the

distance learning training program will learn to reply back to the learner. This may be done by

providing an example of what type of work is evaluated. Bashir et. al. (2016) suggests, messages

between leaner and facilitator are meant to enhance both student engagement while providing a

positive learning experience (pg. 38). Utilizing feedback as a dialogue gives the opportunity for

conversation to be turned into a teachable moment through discussion (2016).

This will help allow for understand first and improving second. Messages can take place via e-

mail or discussion boards with regard to interaction.

Facilitator comments are used to provide a learner with praise, direction or the inspiration

to do better. Comments may be received in various forms. The course discussion board, a private

message or a rubric. Rubrics are useful for providing comments when specific performance is

part of the criteria.

Audio feedback is a gentle way to deliver learner feedback. Providing this type of

response will give the learner the tone of what is being received. Audio feedback may be given

by personal phone call, recoding or private face to face zoom session. Here both facilitator

and learner have the opportunity to express thoughts and feeling to each other without

having the inaccuracies of tone from an email or rubric.

Challenging Behaviors in an Online Environment

Challenging behavior will arise in distance education and having possible resolutions

established will allow for less chaos during instruction. Distance learning training participants

will learn about the complications that may arise in an online environment, and outline

resolutions these complications. Participants will be trained to begin a course with established

guidelines concerning appropriate behavior.

15
DISTANCE LEARNING TRAINING PROGRAM GUIDE
All distance learning training participants will use their prior knowledge from classroom

management to have established guidelines present in the online classroom. When established

guidelines are broken, distance learning training participants will be well trained in following

through with posted consequences. Inappropriate posts will be a situation that online facilitators

will need to deal with during their tenure. Guidelines for addressing this type of behavior are

outlined in this instructional guide video.

Meeting with the individuals involved privately and documenting the meeting must be

completed. If the problem continues reach out to administration and provide a copy of the

syllabus containing course guidelines, as well as all meeting documentation.

Lack of participation or engagement may arise for different reasons. The first step

distance learning training participants will learn about is that reaching out to the individual

student is best. This action helps build a connection between the learner and instructor that can

assist the learner in moving forward and being successful. After the answer is given, then the

instructor must review with the learner the guidelines for participation as stated in the syllabus as

well as the facility guidelines for participation. By facing this problem early on this should give a

clear roadmap toward successful completion of the course.

Conclusion

This program guide is meant only to be an example of how a distance learning program

can be designed. A comprehensive review of the components directly related to a specific

program is needed when building a training program. Distance learning is a complex subject that

deserves a tailored program built for the participant’s success in an online environment. This

program guide began with goals and objectives, outline various components necessary for a

strong foundation in online theory and practice.

16
DISTANCE LEARNING TRAINING PROGRAM GUIDE

References

Bashir,M., Kabir,R., & Raham,I. (2016). The Value and Effectiveness of Feedback in Improving

Students’ Learning and Professionalizing Teaching in Higher Education. Journal of

Education and Practice. ISSN 2222-288X (Online) Vol.7, No.16, 2016. Retrieved from

https://files.eric.ed.gov/fulltext/EJ1105282.pdf.

Crawford-Ferre, H. G., & Wiest, L. R. (2012). Effective Online Instruction in Higher

Education. Quarterly Review of Distance Education, 13(1), 11–14. 

“Empower every voice.” (2020). Retrieved from https://info.flipgrid.com/.

FARAJOLLAHI, M., ZARE, H., HORMOZI, M., SARMADI, M. R., & ZARIFSANAEE, N.

(2010). A Conceptual Model for Effective Distance Learning in Higher

Education. Turkish Online Journal of Distance Education (TOJDE),  11(3), 63–77.

Glogster. (2015, April 8). What is Glogster? [Video file]. Retrieved from

https://www.youtube.com/watch?v=8EtDBf4arb4&feature=emb_title.

Goh, C., Tan,O., Rasli,A., & Choi, S. (2019). .Engagement in peer review, learner-content

interaction and learning outcomes. The International Journal of Information

and  Learning Technology, 2019, Vol. 36, Issue 5, pp. 423-433.

Ryan, M., Jonick, C., & Langub, L. W. (2015). Expert Reflections on Effective Online

Instruction: Importance of Course Content. Online Journal of Distance Learning

Administration, 18(4), 1–8. 

Shahmoradi, L., Changizi, V., Mehraeen, E., Bashiri, A., Jannat, B., & Hosseini, M. (2018). The

challenges of E-learning system: Higher educational institutions perspective. Journal of

education and health promotion, 7, 116. https://doi.org/10.4103/jehp.jehp_39_18.

17
DISTANCE LEARNING TRAINING PROGRAM GUIDE
Sousa, M. J., & Rocha, Á. (2019). Digital learning: Developing skills for digital transformation

of organizations. Future Generation Computer Systems, 91, 327–334.

https://doi.org/10.1016/j.future.2018.08.048.

Tanis, C. J. (2020). The seven principles of online learning: Feedback from faculty and alumni

on its importance for teaching and learning. Research in Learning Technology, 28, 1–25.

https://doi.org/10.25304/rlt.v28.2319.

Terada, K. (February, 2019). The Key to Effective Classroom Management. Edutopia. Retrieved

from https://www.edutopia.org/article/key-effective-classroom-management.

Appendix

Online Learning Portfolio/Presentation

Directions:

After successful completion of all trainings, you are required to compile several components that

point to your own proficiency of online learning.

You may choose the platform, web tool, or document you wish to present the materials listed

below.

Use resources from your entire training journey to complete this assignment.

Required portfolio elements:

 Introduce yourself as an online facilitator. Tell us who you are and what we can expect

from you as an online facilitator.

 Research relating to three web technologies that you will use within your online teaching

practice. Make sure to include the reasoning behind why this tool will be successful in

enhancing your teaching practice.

 Identify two ways for each web technology chosen in which the web technology will
18
DISTANCE LEARNING TRAINING PROGRAM GUIDE
engage learners in your online classroom.

 Describe, show, and/or explain your approach to meeting proficiency within the Online

Facilitation Rubric for the institution. You may choose how you explain or show your

approach. Be clear.

 Introduce us to your personal learning community. Describe how these members help

you grow as an online facilitator and the skills they help you continue to develop.

 Identify two areas where you will continue to focus on during your first teaching

assignment, write out clear goals for these areas, and how your PLC will encourage you

to accomplish your identified goals.

Portfolios will be evaluated by the College of Education senior online faculty.

Exit Survey

Please read each question carefully and answer honestly.

1. On a scale from 0 to 4 (4 being the highest), would you recommend this training to

another Distance Learner Trainee?

0 1 2 3 4

2. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how

comfortable are you that you will be able to login to your portal account and access your

online courses?

0 1 2 3 4

3. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how

comfortable are you navigating within the learning management system?

0 1 2 3 4

4. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how
19
DISTANCE LEARNING TRAINING PROGRAM GUIDE
comfortable are you in your ability to implement the engagement strategies you identified

within the program?

0 1 2 3 4

5. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how

comfortable are you in your ability to implement and effectively use the web

technologies you identified within the program?

0 1 2 3 4

6. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how

comfortable are you taking on your first online facilitation course?

0 1 2 3 4

7. On a scale of 0 - 4 (4 being the most comfortable and 0 being not comfortable at all), how

comfortable are you about reaching out to a contact you worked with while in the

program?

0 1 2 3 4