Facilitator’s Guide

Converting to a Blended Learning Format

Blended learning as an alternative to the face-to-face classroom is a successful, effective method for delivering training. The attached facilitator’s guide was developed to assist a trainer in converting his face-to-face training modules into a blended format. “A blended or hybrid course combines online and face-to-face delivery; thus, 30% to 79% of the course’s content is delivered online” (Simonson, Smaldino, Albright, & Zvacek, p. 5, 2012). The trainer’s goal is to enhance learning and improve communication among participants. Through blended learning the participants will interact with one another and the course material both online and in the face-to-face setting. The purpose of the facilitator’s guide is to assist the trainer with course delivery to ensure a successful distance learning experience for both the participants and facilitator.

Pre-Planning Strategies

When transitioning from a face-to-face classroom setting to a blended learning environment there are many factors to take into consideration. First, you want consider the learning outcomes for the course. “Learning outcomes are those observable, measureable behaviors that are a consequence of online instruction” (Simonson et. al., p. 116, 2012). The course material, instructional and delivery methods should be altered to achieve the learning outcomes through a blended learning format.

Next, you want to apply the appropriate theoretical premises to the learner population. For this instance, Macolm Knowles – Andragogy is suitable. “It is relevant because most often adults are involved in distance education, and andragogy deals with frameworks for programs designed for the adult learner” (Simonson, et. al., p. 50, 2012). Adult learners are typically self-starters that are highly motivated to learn. They find value in acquiring education that is going to improve their work-related skills and provide a means for achieving success.

After determining learning outcomes and an applicable theory you need to ascertain what instructional strategies to implement. “Instructional strategies are tools that are available to educators for designing and facilitating learning” (Illinois Online Network, 2012).  When choosing technology tools for the blended learning course it is important to select tools that will help the students realize the course’s learning outcomes. As Simonson, et. al. stated, “The key to success in an online classroom is not which technologies are used, but how they are used and what information is communicated using the technologies” (2012, p. 115). Utilizing the technologies appropriately will aid in ensuring participant success.

Curriculum Conversion

When converting a face-to-face class to a blended format, it is critical to adjust the curriculum to meet the needs of an online format. Trainers should avoid replicating the in-class environment in an online setting. “Shoveling” the course onto the Web (Simonson, p. 134),  without carefully planning and adhering to instructional strategies is not recommended.

The course components that will be offered in the online format should be presented in a modular format. For this scenario it is recommended that the linear-programmed instruction method be used. Linear-programmed instruction, “requires that all content be organized into concepts that are presented in blocks or chunks” (Simonson, et. al., p. 119, 2012). Students will complete each module in a sequence completing all required activities successfully before moving on to the next module.

Facilitating Participant Communication 

A prime component of the online activities is communication and interaction among participants. “One of the most effective techniques to promote interaction in distance education is a threaded discussion – instructors post questions related to reading, viewing, and/or listening to assignments, then students post comments in a discussion area” (Simonson, et. al., p. 156, 2012). Discussion threads provide an effective means for engagement and interaction among participants.

The discussion component should be a requirement to encourage active participation and collaboration among learners. “Some instructors have been distressed to discover that if student participation is not required, few will actually join in the conversation” (Simonson, et. al., p. 273, 2012). Another method to encourage active participation is to add in an incentive, such as a reward system. “Employee reward systems refer to programs set up by a company to reward performance and motivate employees on individual and/or group levels” (USLegal, 2012). Rewards motivate employees and improve their performance.

Blended Learning Roles

Transitioning a course to a hybrid format not only requires the alteration of course content and delivery method, but also the role of the facilitator and participants need to change. In a hybrid course the learning environment becomes more student-centered versus instructor-centered. The facilitator serves as a guide in online discussions and activities. Second, instead of being the “talking head” in the front of the classroom who dumps knowledge into the minds of the learner, the facilitator serves as a coach who “strongly promotes active learning, collaboration, mastery of course material, and student control over the learning process” (Simonson, et. al., p. 123, 2102). The trainer’s role will be that of a facilitator in the blended learning realm.

As a guide during the discussion thread the, “Facilitator must participate in all synchronous discussion”  and, “must show learners that they care about their success” (Laureate Inc., 2012). Providing students with continuous feedback throughout the discussion will motivate participants and help them gauge their performance. Therefore, constant communication and interactions with students is critical. Utilizing effective facilitation skills will promote learning.

Facilitation skills include: (Backroad Connections Pty Ltd 2000).

• engaging the learner in the learning process, particularly at the beginning
• appropriate questioning, listening and feedback skills
• the ability to provide direction and support to learners
• skills in managing online discussion
• ability to build online teams
• a capacity for relationship building
• motivational skills.

Participants will need to be motivated and actively engaged in the learning process. This requires students to take responsibility for what they learn and for their success. In the online environment participants need to become more self-directed and independent learners and thinkers with the facilitator guiding the process.

Pre-Launch Training

Before the launch of the course it is imperative that the trainer and participants are trained on how to use the technology that will be utilized in the blended learning course. Therefore, a train the trainer session should be provided to the course facilitator. This will ensure that they, “know what they can do with it, what the learners can do with it and how it works” (Laureate Inc., 2012). Second, it will help to avoid issues that could arise if the trainer does not have exposure to the software prior to the course launch.

The course should open with a software training session for all participants. “It is essential that training be provided at the beginning of the course, through online tutorials in the case of the virtual course and in face-to-face setting if available” (Simonson, et. al., p. 136, 2012). The trainer should begin the course with an in-classroom training session, which will allow the participants to familiarize themselves with the course software. This should be followed up with tutorials that walk the students through the software allowing them to practice using the software before actually have to complete assignments.

Course Necessities

Required Equipment

PC

Headset

High-Speed Internet

Whiteboard

Required Course Material

Course Management System

Discussion Forum

Four Videos

Four Case Studies

Course Readings

Blog Site

 

Course Management System Components	Purpose
Calendar	Inclusion of due dates
Discussion Component	Interactive discussion thread
Contact Information	Instructor/Tech Support
Course Rubric	Participation requirements and grading
Syllabus	Activities, Course Materials, & Overview
Rewards System	Metrics and rewards-based performance

 

Course Format:

I. Four week duration

II. Two face-to-face session per week

A. One hour – Instructor led

• Video
• Lecture

B. One hour – Group work

• Group Project

III. Online/Independent

• Readings
• Videos
• Case Study
• Blog
• Discussion Thread

  

Course Activities:

I. Discussion

• Weekly intial post
• Two Responses
• Active three days per week
• Based on readings and videos

II. Group Project

• Discuss Scenario
• Problem-based Learner
• Group solution

III. Blog

• Create blog
• Weekly brief post
• Summarize material learned
• Work-related application

IV. Participant Workbook

• In class completion sections

 

Conclusion

As the course is transitioned into a blended learning format, an instructional designer will be available as needed for any assistance the trainer should need.

The material that is utilized in the course and the course content will be made available for future use. “Just-in-time training most often provides modularized, online instruction so that it is continuously available” (Simonson, et. al., p. 235, 2012). For future training purposes the just-in-time course material can be accessed without having to reinvent the wheel. As business needs change the just-in-time course can be altered to accommodate.

The final step in the course transition process it to implement an evaluation. This requires the AEIOU approach to be utilized. “The AEIOU evaluation process provides a framework for identifying key questions necessary for effective evaluation” (Simonson et. al., p. 353, 2012). This approach looks at accountability, effectiveness, impact, organizational context, and unanticipated consequences. The purpose of the evaluation as Simonson et. al., state, is to provide formative and summative information about the implementation of the project and to determine the value of the project and its activities. Upon completion of the evaluation any necessary changes that need to be made to ensure the success and effectiveness of the training will be made at that time.

References

Backroad Connections Pty Ltd 2002, Effective Online Facilitation (Version 1.01), Australian Flexible Learning Framework Quick Guides series, Australian National Training Authority.

Laureate Education, Inc. (Producer). (2012). Facilitating online learning. [Video Program].

Partners Inc. (2008). Career transition consulting. Retrieved from http://www.ctc-inc.com/image/online-learning.jpg

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of education at a distance. Boston, MA: Allyn & Bacon.

Socher, G. (2003, April). Willkommen zur März. Retrieved from Linuxfocus.org website: http://ldp.linux.no/linuxfocus/common/images/coverMarch2003.jpg

US Legal Inc., (2012). Employee reward and recognition systems law & legal definitions. Retrieved from US Legal Inc. website: http://definitions.uslegal.com/e/employee-reward-and-recognition-systems/