To accomplish more with fewer resources, many organizations are turning from costly traditional face-to-face (F2F) training to alternate methods, such as self-paced eLearning and distance learning. Distance learning is beneficial for various learning events, such as semester-long academic courses, which are often asynchronous, and shorter events, such as Webinars, which are typically synchronous. Although asynchronous methods, where learners interact with content and each other on individual timetables, can provide significant advantages, some learning experiences warrant synchronous real-time human interaction. Engaging synchronous distance learning can provide the economy of distributed learning while retaining the human element of F2F environments. In this article, we summarize the techniques we used to convert a four-day F2F course to a synchronous distance format, highlighting design considerations, successes, and best practices.
A case study in transitioning to distance learning
To reduce costs through economies of scale and minimizing travel, a learning academy within a federal agency is expanding its current programs by leveraging learning technologies. Through distance learning, the diverse talent and expertise found throughout the agency can be available to a broader audience.
To kick off its distance-learning effort, the agency chose to pilot a new course deemed ideal for distance learning because the topic is in high demand by 500 employees from multiple locations. The distance learning option, using Adobe Connect™, would expedite the training to these employees.
Considerations and challenges
The instructional design goal was to develop a blended learning course that we could teach effectively in both F2F and distance learning environments. Both an expert-instructor-led approach and synchronicity between the two formats were highly desired because the course content is highly dynamic, requiring frequent updates and practical working knowledge. The agency chose a model based primarily on synchronous distance learning, because not only could it meet these requirements, but it would also ease the cultural transition from the traditional F2F lecture format to a blended format that increases learner engagement, promotes application, and improves workplace performance. Using the blended learning approach, course activities should employ a variety of methods including group projects mimicking typical work assignments, self-paced eLearning, and interactive classroom presentations. The desired ratio of activity to lecture was 60/40. We referred to course instructors as facilitators to encourage departure from a “talking head” approach to an approach that encourages a learner-driven environment that fosters collaboration among class members.
Achieving the goal
Effective learning involves participation. Avoid using synchronous eLearning tools to simply “broadcast” from the instructor or teacher (Wenmoth 2008).
We designed the key activities of the course for both F2F and distance formats. After conducting two F2F pilots, the goals of the two distance pilots was to ensure that the learners in the distance classes had similar experiences to what the learners in the F2F classes did, and that they achieved the 17 course-learning objectives. Pilot challenges included preparing participants for the distance learning experience, executing the activities in the distance environment, and engaging the learners in a distributed situation.
Preparing participants
Participants in the distance pilots fell into three categories: learners, facilitators, and observers. Learners were both experienced and inexperienced in the course of study. Facilitators were subject-matter-experts (SMEs) and technical staff, known as a producer or host. Observers of the pilot were course stakeholders and developers, whose purpose was to evaluate and refine the course based on the pilot results. All participants received access to the environment and technical support before and during the class as needed, including live support. Participants had access to Help resources that answered frequently asked questions and assisted with environment features, such as using status icons or chat. (Figure 1)
Figure 1: Help resources provided participant support for environment features.
Executing activities
Course activities included discussions, polls, knowledge checks, and team presentations in the main room and team tasks in breakout rooms. Prior to class, the hosts, facilitators, and technical staff reviewed and practiced the timing and execution of the activities in the environment.
We modified some activities from how we executed them in the F2F pilots, enabling learners in the distance environment to focus on the content instead of the tools. For example, although the distance environment had drawing and text tools for team presentations, it was easier for the learners to use familiar tools, such as Microsoft Word® and PowerPoint®, and share their screens rather than to use the tools within the online environment. (Figure 2)
Figure 2: It was easier for participants to share their screens than it was for them to use unfamiliar drawing and text tools in the online environment.
Another modified activity was to create a mind map connecting the various roles and responsibilities in a process. In the F2F pilots, teams used whiteboards to draw their mind maps, but in the distance environment, drawing and adding text boxes, even in PowerPoint, was time consuming and dis…
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