Blended Learning Guidelines
Converting an on-ground traditional training program to a hybrid program where learning is accomplished using a mixed format can present challenges to the instructional designer. A set of guidelines to ensure that best practices are followed when converting this program is beneficial. Best practices are those teaching strategies which meet the instructional goals in the most efficient and effective way. Simonson, Smaldino, Albright & Zvacek (2009) state, “One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice” (p.146). In this scenario a designer has decided to incorporate distance learning activities into an already existing face-to-face training program. The existing program has proven ineffective in encouraging productive communication between the participants. The designer would like to encourage more interaction between the students and between the students and their facilitator using online tools. The following guidelines, based on the Unit-Module-Topic (UMT) design model (Simonson et al., 2009) and the ADDIE model, may be used as a guide to ensure best practices are met.
Analysis
Simonson et al. (2009) assert, “The process of planning and organizing for a distance education course is multifaceted and must occur well in advance of the scheduled instruction” (p. 127). Analysis is the first step in the planning process. This important step asks the designer to consider the course objectives, learner group characteristics, and essential content when deciding the most effective way to conduct the instruction. When incorporating at-a-distance modules into a face-to-face learning environment, designers must keep in mind that the delivery of the content will be different. Simonson et al. (2009) state, “The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information” (p.127). An effective designer always keeps his learner’s needs in mind throughout the analysis stage of the design process.
Analysis checklist
q Needs Analysis: Identify the goals of the training program.
q Performance Assessment: Identify the performance objectives.
q Learner Analysis: Identify the characteristics of the learners.
q Instructional Analysis: Identify the best way to teach the material.
q Resource Analysis: Identify what resources are available.
q Delivery Systems: Identify what technology tools are available.
q Project Management Plan: Identify a time line and assign responsibilities.
Design
Design is the second step in the ADDIE process. In this segment designers have to decide which teaching strategies and media will be best suited for this application. When choosing media, designers must keep in mind the learning context, course objectives, and the characteristics of the learner group. Simonson et al. (2009) asserts, “The instructor needs to focus on selecting instructional strategies that engage all the learners in active learning” (p. 133). Active learning is when students participate in the learning process rather than passively listening. Debating and discussing assigned topics and involving the students in group work help students learn and retain the course material.
Design checklist
q Performance Objectives: Write formal performance objectives.
q Instructional Strategies: Develop instructional strategies.
q Design Instruction: Create instructional plan.
q Create Testing Strategies: Plan a system to evaluate student learning.
q Evaluation: Design formative and summative evaluations.
q Return on Investment: Review effectiveness versus cost of instruction.
Development
The development phase is when design meets reality. Will the designed instruction work with the selected media? Are the chosen instructional strategies practical and do-able? Here the designer can make sure that the assignments encourage increased communication and interaction rather than allowing exciting new technology to detract from it. Simonson et al. asserts, “The instructor needs to be certain the material is designed in a way that is intuitive for the various types of learners who may be interacting with it.” (2009, p. 135). Careful consideration of the following guidelines will help a designer to develop a strong learning module.
Development checklist
q Instructional Strategies: Review instructional strategies.
q Supporting Media: Develop and select instructional materials and resources.
q Formative Evaluation: Conduct formative evaluation of instruction.
q Revise Instruction: Ensure instruction meets the objectives.
Implementation
At this stage the project is ready to test, and the designer will finally be able to see the program in real time with the identified learner group. Simonson et al. (2009) assert, “There should be a balance among the components-none can take on a higher position than the others” (p. 127). The implementation stage will demonstrate whether this balance between face-to-face instruction and online instruction has been successfully met.
Implementation checklist
q Course Media: Finalize and distribute program resources and materials.
q Learners: Review learner characteristics and identify initial group.
q Facilitators: Select and train instructors.
q Implementation Strategy: Plan initial training rollout.
Evaluation
Evaluation is an important part of the design process. Here, the designer has the opportunity to discover what worked and what went wrong with the program and then make the necessary changes. The designer should use this opportunity to determine if adding attributes of distance learning to their training program met the stated objectives. Are the learners communicating more effectively or has the distance widened?
Evaluation checklist
q Evaluation Tools: Review and revise selected evaluation tools.
q Summative Evaluation: Conduct and review summative evaluation.
q Instructional Goals: Revise instruction accordingly if goals not met.
Conclusion
As instructional designers go through the design process they must keep their goals in mind. Using a system such as the ADDIE process or UMT model should be the foundation upon which they build a course. In this scenario the designer must effectively convert a face-to-face training course to a hybrid course containing elements of both kinds of learning. The designer’s goal of increasing effective and active communication between the members of the class and the facilitator can be met if good design principles are used.
