Selecting Distance Learning Technologies

Example 3: Asynchronous Training

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

As an instructional designer, it is imperative to fully understand the situation in order to offer flexible solutions while integrating student interaction so that effective measures can be constructed and conveyed (Beldarrain, 2006). By dissecting the scenario we are given, it is easier to design instruction that will provide a solution to the problem sought. So reviewing the scenario, we find that:

1. A series of training modules are needed to increase the plant safety record;

2. The modules must illustrate best practices on machine operation in a step-by-step fashion;

3.  Instruction must be available to all shifts in the plant; and

4. Learners must demonstrate learning proficiency from the training modules.

Living in the 21^st century, we are afforded the luxuries that technology brings. With a variety of course management systems (CMS) available such as Canvas, edu2.0, and others, it is possible to provide quality online learning any time of the day from virtually anywhere.

In the scenario provided, I would suggest a CMS be used with the capability of integrating the use of Computer Based Training (CBT) in online content. This allows the learner to receive training as needed, illuminating individual needs as the focus of attention. Utilization of a CMS can also incorporate interactive discussion tools (blogs and podcasts) to help the learners stay up to date on relevant changes and to facilitate two-way communication and feedback to the instructor. Presentation tools such as PowerPoint can be used to provide the learner with relevant information before the administration of an online quiz. An online interactive quiz can be constructed to provide the learner with the capability of multiple attempts in individual training modules until proficiency is demonstrated. This is just one example of how computer based training allows for customization rather than less desirable standardization of content (Reigeluth, 1999).

Computer based training in online content combined with the interactive discussion tool native to the CMS selected would provide quality just-in-time distance learning in a highly desired customizable format (Simonson, Smaldino, Albright, & Zvacek, 2012).

Below are links to two websites that utilize the format described above:

http://www.ehs.okstate.edu/index.htm

http://texas.testsecuritytraining.com/

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Reigeluth, C. M. (1999). What is instructional design theory? In C. M. Reigeluth (Ed.), Instructional design theories and models: A new paradigm of instructional theory (Vol. 2, pp. 5–29).

Mahwah, NJ: Lawrence Erlbaum Associates.

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

The Evolution of Distance Learning

Distance learning. What do you think of when you hear those two words? I first learned of distance education through television commercials. They were soliciting participation for correspondence schools where one could attend various classes through the mail. These were mostly certificate programs including paralegal studies and instruction on how to become a gunsmith. I actually requested more information from one school in Pennsylvania. Upon receipt of the information, I quickly lost interest due to the high cost, the feeling of isolationism, and the suspicion that this method of study would not be widely accepted or recognized.

Beginning in the mid 1980’s, I worked for a commercial airline as a flight attendant and my job required constant travel. This environment was not conducive for attending a traditional learning institution, yet I knew that in order for me to advance my station in life, I would need a formal education. Upon entering the age of technology with my first computer, I realized that a vast wealth of information was to be had and that this information could be accessed from virtually anywhere access to a dial-up connection could be obtained. I was on the verge of my own personal globalization (Simonson, Smaldino, Albright, & Zvacek, 2012).

The advances in technology have been astounding and with new technologies come new opportunities. With high speed wireless Internet and a plethora of social media sites to help us keep connected, more and more people have become comfortable with technology. While only a handful of institutions once offered online degrees, the paradigm has shifted and online education has gained widespread acceptance with the number of online students increasing dramatically over the last several years. More and more corporations are turning to computer based training and distance learning as the cost savings in training becomes more apparent (Moller, Foshay, Huett, 2008).

Just today I watched Bill Gates being interviewed on television. The reporter asked him where he believed instruction would be ten years from now. His answer was not surprising. He stated his belief that instruction was moving away from the large lecture classes conducted in traditional campus settings and that institutions would retain experts in each field and have them prerecord their lectures and lessons so that more students could benefit from their knowledge base regardless of their physical locale.

While there may be some concern that online coursework is perpetuating isolationism, technology is addressing this issue through interactive television courses, online chatting, and video conferencing.  As technology continues to improve, the circumference of the earth has seemingly shrunk. Distance learning has evolved from mail in coursework to real time learning at accredited institutions worldwide. Regardless of where you reside, learning can now take place in real time across the nation or across the globe.
It is this move away from traditional education that has me excited about continuing my online education so one day I can instruct others and help them learn as I have learned.
 
References
Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends, 52(3), 70–75.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.