Converting to a Distance Learning Format

In chapter 12 of Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, there is a section titled, Distance Education: Eight Steps for Transforming an Organization.In the above scenario, the facilitator has identified the need to take his training to a new level in order to extract the quality necessary for his trainees success. He sees the original formula is not working any longer.  Based upon the the eight steps highlighted in Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, the leader must “first establish a sense of urgency” (Simonson, Smaldino, Albright, & Zvacek, 2009).  He saw the opportunity and maximized it by approaching his supervisor and sharing his valid concern, reasons, and solution. He obtained permission and buy-in.  

Next, Simonson, Smaldino, Albright, & Zvacek  indicate the need to “form a powerful planning group”(Simonson et al, 2009). The facilitator will want to follow this advice by inviting key people from existing departments to contribute to the effort in order for it to be done well. For example, he should seek out colleagues who share his vision and go from there adding others with expertise.

Step three is for the leader to formulate the vision itself, followed by communicating the vision. In our scenario, the facilitator has already set the stage for these two steps when communicating with upper-level management and his planning group. The planning group will serve as the cheerleaders behind the transformation. They are the biggest supporters and will spread the word, thereby creating buy-in and expectation from outsiders.

Step five is to delegate to supporters. Give them ownership interest in the project. Allow for the ideas of others to flow through brainstorming sessions and risk-taking opportunities. This leads into step six of “planning for and creating short-term wins” (Simonson et al, 2009).  It is vital for all involved to see victories during the process.

Step seven encourages leaders to diversify the distance education activities collected. This moves the project of change forward. It is here that ever player is put into position and is ready for the introduction of change. Finally, step eight is to display the success stories and tie it all in to the mission of the organization.

By following these eight steps, the facilitator in the scenario mentioned above is sure to have begun a new era within his organization.

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