For this week at Walden University, our application assignment was to prepare a .pdf on the best practices for a trainer or designer to consider when converting a face-to-face, seat time training to one that is blended. More of the known information included that the training manager was frustrated with the quality of communication among the trainees.
I have noticed that some work environments establish small community type of atmospheres, while it would be impossible to do that in other environments I guess it all depends on the tasks that the employees have to perform while on the job. One of the noted positive features about distance learning is that it can foster a feeling of belonging to a learning community among those attending courses (Simonson, Albright, Smaldino & Zvacek, 2012).
However this sense of belonging and the motivation for learning that can result from it is not something that happens effortlessly. It takes a lot of thought processing in the analysis of the learners who the course is designed for, and the trainer, facilitator, or instructor, has to assume responsibility for being present to help the learners as needed (Simonson et al., 2012).
The learners have to attend the course or training with the mindset that they will learn something that is relevant to their situation and that will have benefits to them (Simonson et al., 2012).
The .pdf that is embedded next into this posting has a lot of resources in it and links to videos that are well worth watching for anyone who is considering incorporating a blended learning environment that incorporates discussion board use to their training program. I hope that it may help you in some way if you view it. Please leave me a comment with any suggestions you might have regarding the .pdf.
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 Education.
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