Designing the right blend combining online and onsite training for optimal results

Abstract

T raining organizations today have more options for delivering instruction than ever before. With the expansion of broadband communication capabilities over the Internet, online e-learning training solutions are very appealing. How can training organizations best take advantage of this opportunity? What types of training solutions are most effective in a distributed online environment? Many organizations are now responding to the opportunity for online training by blending their technology solutions with traditional classroom training. These blended solutions allow existing organizations to move into hybrid learning environments that include a significant role for e-learning alongside traditional training and instruction.A blended approach allows for greater variety in meeting learner needs. Portions of a course most suited for live treatment are handled in the classroom, while portions suited for online treatment are handled through web-based mechanisms. With this approach to training, online and onsite interventions complement each other. But a combination must be accomplished through careful consideration of how to meet learning objectives, take advantage of technology capabilities, and support e-learning technologies. Smith and Dunn (1991, p. 172) point out that the focus of mixing instructional technologies should be to meet training needs: " …[T]he key to the human uses of educational technology resides in the intelligent mix of activities, the use of the technologies to amplify the quantity and quality of information available…." With careful planning, a well-designed blended approach can provide a highly effective training solution to human performance issues.The potential rewards of a successful blended approach are significant; however, the challenge of creating an effective blended training solution is also significant. For example, given the high costs generally associated with onsite training programs, one of the primary drivers behind blended approaches to training is often cost savings. Consideration must be given during the planning stages to the cost issues of the blended approach, including costs associated with the design, development, and delivery of instruction as well as the requisite student support. An instructional and development approach that considers these issues early in the design stages of the project is critical to the successful generation of a blended training solution. A well-conceived development and implementation plan can reduce the risks associated with blended training by ensuring that all stakeholder needs and concerns are properly addressed during the course design. This article documents a blended online and onsite approach that led to increased student learning and performance gains in a major military training course.

Design of a blended learning environment: Considerations and implementation issues

“…The instructor's (or designer's) role is said to be critical to the success of BLEs (Rowley, Bunker, & Cole, 2002). The instructor's notes on the strategies in this study show that the she aimed to make the students active participants, and she intended to play a role in facilitating discussions, arranging course activities, coordinating group work, etc.…”

“…The literature records both similar and diverse challenges to the use of BLEs in other studies. The commonly found issues were increased time devotion (Dziuban et al, 2004), increased workload (Bates & Poole, 2003;Lefoe, Gunn, & Hedberg, 2006;Littlejohn & Pegler, 2007;Owston, Garrison, & Cook, 2006), and deciding on the right blend (Rowley et al, 2002) --all regardless of the institutional level (i.e., k-12, corporate, higher education).…”

Lessons Learnt: Support Interventions during a Blended Course for Teacher-Educators from Urban and Rural Settings

“…Other issues which require attention include: redesign to meet the identified needs of unique target groups; the design of activities which enable interaction whereby students are able to interact by sharing course content; and the provision of essential support. Therefore, an instructional and developmental approach that fails to pay attention to these issues at the planning stages may lead to challenges that may hinder both the facilitators and course participants (Rowley, Bunker, & Cole, 2002). Following, this research explores the intensive experiences of the implementation of the blended Design Programme for educators through the following case study methodology.…”

Small Talk Versus Smart Talk: Providing Accounting Content and Emotional Support in a Distance Education Course

“…Research has shown that high dropout rates can be improved through blended instruction (Rowley et al 2002), motivational messages (Visser et al 2002) as well as other means of student support to improve performance and retention. Thayer, Newman and McClain (1994:910) explain that emotion is related to motivation as people tend to do things they hope will lead to happiness and satisfaction, or as Bradley (2000:602) describes it, "both emotion and motivation are fundamentally related to action".…”