Blended Format

Converting to a Distance Learning Format

Blended learning format requires time and skills in defining the total mix of pedagogical methods, which use a combination of different learning strategies, both with and without the use of technology. The trainer needs to resort to the strengths, weaknesses, opportunities, and or threats (SWOT) analysis, for appropriate choice of the course management systems (CMS) and learning management systems (LMS). He needs to focus on the teaching and learning concerns for system adoption and installations with the costs in mind (Simonson et al., 2009). The trainer has to identify the desired learning outcomes and objective and assess the trainees’ needs. He has to think about and recommend the minimum requirements of trainees’ computer access and Internet connections for effective participation. He has to perform a thorough exploration of tool features in order to satisfy the basic needs of instructors and learners (Simonson et al., 2009). He still has to take the time to assess the participants’ receptiveness to and facility with Web-enhanced or online learning programs, before adopting an online course or learning management system and follow the standard processes of ADDIE to be successful.

The trainer and the manager need to outsource for subject matter expert (SME) for business solutions software or a well-established e-learning company, to convert the text-based curriculum to an electronic format. The trainer has to review the roles of the trainee, resource persons, and his own. Though asynchronous instruction can happen anytime and anywhere, the trainer and the manager need to provide time to the trainees to complete the instruction at work, thus offering the trainees incentive and motivation to be serious with the training.

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Reference

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Pearson.