Converting to a Distance Learning Format

Summary

The ADDIE model is a versatile instructional design model that the instructor can apply to this project. It employs a systematic, step-by-step framework to ensure that course conversion and development occurs in a structured manner (Kruse, n.d.). Analysis, the first phase in the process is where determination is made with regards to learner needs, knowledge and skills gap (Reigeluth & Donaldson, n.d.). The trainer has to consider and remember the user capabilities and needs early in the planning and implementation of the course (Simonson, Smaldino, Albright, & Zvacek, 2012).  Putting the course online provides students with the flexibility to access course material and complete assignments, without the time constraints of class attendance. The instructor can also benefit by having potentially greater contact with students who are not as typically communicative in face-to-face learning (Moller, Foshay, & Huett, 2008). Trainers in a distance environment will take on a role as facilitator. The facilitator role has many “hats”, such as instructor, social director, program manager, and technical assistant (Hootstein, 2002). Online learning has to be effectively presented to learners of every level to accommodate different types of learners while adequately addressing their learning needs, through public-based learning, or PBL (Durrington, Berryhill, & Swafford, 2006). One common way of communicating problem-based learning is through discussion boards, or threaded discussions.

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 References
 

 Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student

interactivity in an online environment. College Teaching, 54(1), 190–193.
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Hootstein, E. (2002). Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators.

Retrieved December 11, 2012 from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Learning-Circuits-Archives/2002/Wearing-Four-Pairs-of-Shoes

Kruse, Kevin (n.d.). Introduction to Instructional Design and the ADDIE Model. Retrieved November 28, 2012 from http://www.transformativedesigns.com/id_systems.html

Moller, L., Huett, J., Holder, D., Young, J., Harvey, D., & Godshalk, V. (2005). Examining the impact of learning communities on motivation. Quarterly Review of Distance Education, 6(2), 137–143.

Reigeluth, C. & Donaldson, A. (n.d.). Instructional design: A new paradigm. Retrieved

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Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning
at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.