A facilitator’s Guide to converting a face-to-face course to blended course

Introduction

Converting a traditional face-to-face course to a blended learning environment may seem as simple as transferring the documents used in the original course to an online platform.  The truth is, distance learning instructional strategies and methods are quite different from the traditional face-to-face classroom environment. Traditional courses cannot just be copied and pasted into an online learning format, because the “focus of the instruction shifts to visual presentations to engage learners” (Simonson, Smaldino, Albright& Zvacek, 2012, p.153). Prior to shifting to a blended learning course, it is important to understand the definition of distance education and the details involved in developing instruction in an online environment.  Keegan’s Theory of Equivalency, warned that the learning experiences in distance learning should not be identical to the face-to-face classroom, but should be equivalent (Simonson, Smaldino, Albright, & Zvacek, 2012).  There are many definitions for distance learning that continue to evolve with the evolution of technology. However, a blended or hybrid course has been defined as a course that is typically between 30% – 79% of the content being facilitated online (Simonson, Smaldino, Albright, & Zvacek, 2012). In this environment, it is critical to maintain clear communication between the facilitator and students in a community where the learners are responsible for their own learning, based on their own experiences (Mergel, 1998). This guide was designed to facilitate the transition from a face-to-face course to an effective blended learning environment

click here to view Guide: Facilitator’s Guide

 

 

 

 

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