Converting to a Distance Learning Format

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.


In any instructional setting, students benefit when they have a clear view of such issues as class organization and student responsibilities. The instructor’s responsibility involves organizing the course, including such items as class schedule, grouping for activities, and expectations for interaction (Simonson, Smaldino, Albright, & Zvacek, 2009). Students must understand how the course will function so they can be better prepared to participate. These things will be important for the trainer when converting the face-to-face training sessions to a distance learning setting. The trainer must keep the trainees in mind and their learning style when setting up this new format so that the blended learning format can be successful. The trainer must also create a learning environment that facilitates student learning and use a variety of methods when structuring the course. I created a best practices guide that will help the trainer design the course successfully. This guide includes key components the trainer must think about and use when converting and designing the blended learning format. Best Practice Guide

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.