Introduction
Congratulations! You've decided to
make the leap into a hybrid/blended learning environment and this guide will help
make that leap a little more manageable. After completely reviewing this guide,
we urge you to use the Table of Contents to find what you are looking for in a
more timely manner in the future. It is our hope that this guide prepares and helps
direct you through this transition.
(To see the complete guide more easily, please click here.)
Pre-training
Strategies
When beginning to consider the shift from a traditional
classroom to a hybrid/blended classroom, one must begin with an analysis of the
learners, content, methods, and environment (Simonson
et al., 2012, p. 152). With that information, a more informed
decision about how to proceed with the design and development of the course can
be made.
Learners
You should begin by thinking about your learners because
"taking the time to learn about the learners in the class yields a more
productive learning environment" (Simonson et al., 2012, p. 154). Each
learner is different and has his or her own preferences and ways he or she
likes to learn so the instructional designer will have to consider that and
"develop supporting materials to individualize instruction" (Simonson
et al., 2012, p. 155). Using a survey would be a good place to start for this
kind of analysis and that survey can enlighten the design and development of
the course.
Content
As Simonson et al. (2012) remind us, "Keep in mind
that courses previously taught in traditional classrooms may need to be
retooled. The focus on the instruction shifts to visual presentations, engaged
learners, and careful timing of presentations of information" (p. 153). In
fact, in online learning environments activities
help learners engage with and learn the content, so along with a more visual
representation of concepts, the designer must think about how to encourage
interactivity (Laureate Education, Inc., n.d.).
Method and Materials
With your
desire to have your training materials available on a server along with interactive activities, the
recommended method of delivery for the hybrid/blended learning environment is a
Course Management System (CMS). A CMS is an "Internet-based software that
manages student enrollment, tracks student performance, and creates and
distributes course content" (Simonson et al., 2012, p. 162). These are
some of the essential features you will be looking for as you move from a
traditional classroom to a hybrid/blended classroom. Your organization will
have to choose the CMS that works for you, but there are a number of CMSs
(which are also known as Learning Management Systems or LMSs) to choose from,
so your institution will have to make that decision according to your previous
analysis of the learners, content, methods, and environment.
Modifying
Original Aspects of the Traditional Course
Since the course has been done in a
traditional format, the chances are good that you will be able to modify what
you've already done to work in a hybrid/blended learning environment. It does
take some work, but this chart outlines the materials and activities that are
used in the traditional classroom and how they can be modified for a
hybrid/blended classroom. The key is that "online education demands that
students become engaged in the learning process. They cannot sit back and be
passive learners; rather, they must participate in the learning process"
(Simonson et al., 2012, p. 195-196). Therefore, the designer needs to plan for
a higher amount of interactive activities (Laureate Education, Inc., n.d.).
Shifting
from Traditional to Hybrid/Blended Learning
|
|
Traditional Classroom
|
Hybrid/Blended Classroom
|
Course
Readings
|
Readings are usually bought before
the class or distributed in class as a copy that students can highlight and
comment upon. These readings are often stored in a binder or a folder
dedicated to the course.
|
Readings can be bought or
distributed using the same means as a traditional classroom, but they can
also be hyperlinked to places on the internet or stored on the server and
made available through the CMS. This means they are available at anytime, anywhere.
Highlighting and commenting can be done digitally, making the resources more
user-friendly and searchable.
|
Handouts
|
Copies of handouts are given in
class and it is the student's responsibility to keep track of them, again,
likely in a binder or folder. Comments and highlighting are made directly on
the document.
|
Handouts may be delivered in the
traditional classroom, or they can be hyperlinked to places in the internet
or stored on the server and made available through the CMS, again, making
them available at anytime, anywhere and highlighting and commenting can be
done digitally as well.
|
Lectures
|
Instructors deliver the message
verbally while students listen and take notes. Sometimes visual aids are used
to enhance the lecture.
|
Instructors may still choose to do
an in-person lecture, but that lecture can be recorded as a video or podcast and
stored in the CMS for students who may not be able to attend. Or the instruct
may choose to record his/her lecture instead of delivering it in class. The
instructor may even choose not to be seen in the video and feature the visual
aids with narration. A narrated PowerPoint presentation would be an example
of this kind of technology; however, instructors need to use PowerPoints and
these kinds of resources sparingly because they aren't very interactive. As
was mentioned before, learners will learn the content through interactivity
with the content (Laureate Education, Inc., n.d.). Any kind of video or
podcast should remain between 3-10 minutes and if it is longer, the
instructor should consider creating a series (Simonson
et al., 2012, p. 97).
|
Assignments
|
Assignments and papers are
collected in class or sometimes they are put in the instructor's mailbox or
some other designated collection spot.
|
The CMS may have an assignment
drop box where assignments can be uploaded and time-stamped so instructors
are sure learners turned in their work on time. Feedback then also becomes
more instantaneous as instructors are able to deliver that as soon as the
assignment is graded. The student will find that feedback on the CMS and it
will remain there for future reference.
|
Discussions/
Debates
|
Discussions/Debates are held
during class time and all members are expected to prepare and participate
equally. Timid learners often struggle with this portion of a course since
they tend to be soft spoken and reluctant to participate.
|
Discussion forums can host
discussions and debates in written or video form. Each participant should be
required to post a reaction or response to a given topic and then participants
could be required to respond to a certain number of classmates. The same
topics that were discussed in the traditional classroom can be used here;
however, all participants will be heard and they will have more time to think
about their responses (Simonson et al., 2012, p. 273-274). In fact, Simonson
et al. (2012) wrote, "One of the most effective techniques to promote
interaction in distance education is the threaded
discussion " (p. 156).
|
Quizzes/Tests
|
Quizzes and/or tests are conducted
in class and the instructor usually has to manually grade the questions or at
least manually calculate the score if resources like Scantron tests are used.
|
Many CMSs have "system-scored
exams and quizzes" that allow learners to immediately "review their
progress" (Simonson et al., 2012, p. 184). Therefore, feedback can be
immediate (unless essay questions are also included; then learners will only
get a portion of their final grade) and quizzes or tests can be set up so
that a learn can have multiple attempts so that he/she can practice the
concepts and learn from his or her failures as he or she continues to improve
his or her score and comprehension simultaneously (Simonson et al., 2012, p.
273).
|
Group
Projects
|
The parameters of the group
project are delivered in class and the students have some time in class to
meet, but are expected to meet outside of class to finish the project.
|
The instructions may be delivered
in person so that clarifying questions can be asked and this information can
also be stored on the CMS. The students can choose to work synchronously or
asynchronously using Wikis, Skype, Google Documents or other Web 2.0 tools
that may be available to them. Those tools are often easily connected to
CMSs.
|
Environment
As previously mentioned, a CMS would
be an ideal environment for a hybrid/blended learning environment. Here are some popular options to
examine with your institution:
Many of these CMSs have similar
features that encourage interactivity, but do examine them all and how they
could help your organization make the shift from traditional to the
hiybrid/blended learning environment. Ultimately, your organization needs to
find the CMS that is right for the interactivity that you plan to incorporate.
Role
of the Trainer
In
a hybrid class, the instructor becomes more of a learning coach (Simonson et
al., 2012, p. 196). Learning in an online environment shifts the learning
paradigm from being instructor-focused to learner-focused and the learner is
expected to take responsibility for his or her learning. Even though the
learner takes a larger responsibility of their learning, they still need guidance
and direction so you will have to be engaged and present; although, that
presence comes from logging on to the CMS (Simonson et al., 2012, p. 196). The
trainer is expected to be present in the learning activities and "by using
assessments carefully, the teacher can identify and address weaknesses or gaps
in the instruction" and that can be a powerful tool to help the trainer
differentiate instruction and help learners where they really need help
(Simonson et al., 2012, p. 264). The class time that the distance portion of
instruction "saves" and instructor should be "reallocated from
presenting to preparing, from lecturing to posting, and from explaining to
interacting" (Simonson et al., 2012, p. 215). However, the instructor is
still expected to know the lesson plan and to be prepared to teach the content
(Laureate Education, Inc., n.d.).
Encouraging
Communication & Participation
Simonson
et al. (2012) wrote, "Constant communication is essential [when teaching
online]" (p. 135). One of the best
tools for communication between the student and the instructor is the course
syllabus. Simonson et al. (2012) wrote, "The syllabus is the single-most
important document an instructor can prepare. This is the primary communication
with students at a distance" (p. 199). The syllabus should outline how
students communicate with the instructor and what expectations they should have
for the instructor (i.e., how often he or she will post, how quickly he or she
will respond to e-mails, when it is appropriate to call, etc.). Simonson et al.
(2012) reminds us, too, that "the announcements tool in a course
management system is an excellent means for instructors to get new information
to students" (p. 135).
As
far as participation goes, it is
recommended that the instructor "post once for every 4 or 5 student
postings [in the discussion forum], then as student take more responsibility
for their own learning later in the course, the instructor might post one for
each 10 to 12 student postings−primarily to keep the discussions on track"
(Simonson et al., 2012, p. 156). Along with helping the learners learn, this
will also show them that you care about them and their academic progress,
something that can be very motivating for students who begin to feel a
connection with a real person and not just their computer (Laureate Education,
Inc., n.d.). This constant communication is difficult, but you have to try your
best because you can't disassociate yourself or you will lose learners along
the way (Laureate Education, Inc., n.d.).
Trainer
Tips
·
"Technology
used in distance learning should be considered as a tool to deliver the
instruction and not as a method" (Simonson et al., 2012, p. 203).
·
Facilitators
must be trained to use the software (CMS) that they will use (Laureate
Education, Inc., n.d.). If your organization does not provide training, ask for
it.
·
If
there are multiple facilitators teaching the same course, they could take the
course together as a means of training to teach the course (Laureate Education,
Inc., n.d.).
·
Learners
must also be trained to use the software (Simonson et al., 2012, p. 137). And
be sure they know where to go and who to ask if they are having any issues with
the software, too!
·
"Be
prepared in the event that technical problems occur" (Simonson et al.,
2012, p. 153). Discuss possible issues with your learners in advance so that
they know what to do and what is expected of them in such situations.
·
"When
teaching with technology, always assume the worst and be pleasantly surprised
when everything goes well" (Simonson et al., 2012, p. 200).
·
"Instructors
should consistently monitor to detect if students are having difficulty
navigating the course website and using its components" (Simonson et al.,
2012, p. 137).
·
Mind
copyright laws and be sure to give credit where credit is due (Simonson et al.,
2012, p. 212).
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.
(2012). Teaching and learning
at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.
