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How To Select and Train Distance Learning Instructors By Karen Mantyla, CDE
Many people are familiar with the new TV show called “Who Wants To Be A Millionaire.” Ask who does, and you’ll see most hands raised and people saying, “yes”, I want to be one!
Ask a group of instructors, “Who Wants To Be A Distance Learning Instructor?” and watch their eyes look around at their colleagues, wondering which brave souls or soul will raise their hands. At this time, there is not an overwhelming number of people who are anxiously awaiting their turn to be selected as a distance learning instructor.
In conducting many workshops across the USA, there has been only one time where an instructor volunteered to be a test pilot for a distance learning event. I believe that the 2000/2001 timeframe will produce not only more distance learning instructors than ever before, but at a faster rate. There are many organizations, resources and consultants offering train-the-trainer programs in all distribution methods, from teaching online to satellite, to videoconferencing and others. The support that instructors are able to receive as they make the transition from only face-to-face classroom teaching, to now being facilitators of learning, is a fast growing service field. Those instructors who are considering making the transition will find help readily available.
I make this point, at this time, because addressing the real or perceived problems that instructors deal with as it relates to teaching via distance learning is the first step in the selection process. It is important to take a check on the mindset of the instructors that you might consider for these positions. If you will provide a forum (such as a workshop) where any negative mindset perceptions can be addressed and effectively dealt with, we can enlarge the pool of possible qualified candidates.
Several key reasons that instructors are reluctant to raising their hand for the job are:
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Skepticism (is teaching via distance learning as good as the tried and true f2f classroom experience?) Tip: Have researched documentation available and a list of successful distance learning organizations for benchmarking best practices and successful outcomes.
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Fear of using the technology and looking less than proficient. Tip: Identify the learning technologies that you will be using and allow ample time for instructors to get their questions answered and time to practice, practice and practice.
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Teaching where peers can “see” them. Tip: Have instructors do team teaching with a distance learning instructor and/or shadow one to get comfortable with the classroom without walls. Having a mentor would be very helpful in making this transition.
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Lack of control. Tip: Many instructors have total control of what happens in their classroom behind closed doors. Since there are no doors per se with distance learning, provide instructors with the knowledge that distance learning is a team effort, with all members helping to support the success of the learner. The instructor, instructional designer, site facilitator, technology and administrative contacts form a strong nucleus for supporting the success in any distance learning initiative. When the learner learns, the team, including the instructor is given credit for that success.
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Fear of losing their jobs. Tip: Provide instructors with resources detailing the new types of jobs that have been created due to the needs of this new learner-centered environment. Roles include not only teaching, but also facilitating, moderating, site coordination and learner support. One excellent resource which illuminates these new positions is the book ASTD Models for Learning Technologies, Roles, Competencies and Outputs by George M. Piskurich and Ethan S. Sanders © 1998 by the American Society for Training & Development.
Whatever the perceptions are, they should be addressed openly to ensure
that all potential distance learning instructors’ start with all of
their issues addressed and clarified. The goal is to ensure that decisions
are based on factual knowledge, not perceptions. Tip: In your
distance learning strategic plan, build in ways to identify and address
the concerns and resistance to distance learning.
The above is really the first step. Now, here are some indicators to look for in the selection process. The following list is from “Distance Learning: A Step by Step Guide for Trainers by Karen Mantyla and J. Richard Gividen, © 1997 American Society for Training & Development, pp 115-116.
Selecting Distance Learning Instructors
Your delivery by distance learning, especially your initial offering, will have lots of eyes watching. Every level, from learners to managers, to supervisors and those in-between will be looking at what you do and how you do it. New mindset shifts about distance learning are often formulated by the initial course or event delivered by your organization. That first event must be successful! A great outcome will help dispel skepticism and conversely, a poorly delivered course will fuel the fire for the “I told you so’s” in their zeal to keep change at a minimum.
Here’s are the key indicators to look for:
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Enthusiasm about distance learning. It is important to start with these people, you can convert others as you go along. If an instructor is enthusiastic about learning, this is a great first sign. If someone has had prior successful distance learning experience, and is enthusiastic about doing more, put them at the top of the list. These instructors can also act as mentors for the newly selected group.
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Excellent on site instructors A track record of excellence in delivering on site training is a basic requirement for distance learning instructors.
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Learner-centered mindset or willingness to develop one. Those who feel strongly about having an instructor-centered mindset will not be your best candidates.
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Flexibility With new skills to be learned and new technologies being introduced, flexibility is an important attribute. Plus, it’s a valuable trait for those times when the technology fails and contingency plans are put into effect.
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Adaptability A distance learning instructor works with a team, and does not control what each person on the team does. The instructor is a vital part of the success of the distance learning event and needs to think of delivering training as a collaborative way of supporting the needs of the learner. All team members are important, especially the technical people, who now become a life support system that must be included in all aspects of planning. The instructor must learn to adapt to recommendations and new ideas by other team members. Rigidity is out!
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Sense of humor Effective use of humor helps remote site learners enjoy the learning experience and want to come back for more (and tell others to come back with them!) Good press is invaluable!
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Willingness to learn about new technologies Effective distance learning instructors find out how the equipment works, all of the software application possibilities and a thorough understanding of how both hardware and software supports the learning experience.
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Willingness to move from a lecture based training approach to a learner-centered approach A talking head or long pages of text on a screen prompts the yawn reflex. Interaction is important and not only helps the learner learn, but can be sued for the vital application of the learning to the real-world scenarios for the learner.
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Willingness to practice using equipment and rehearse delivery Most distance learning instructors say the number one lesson they learned is to practice, practice, practice and then do it again. Even though instructors may know their content well, it is vital to now become confident and comfortable delivering the content with the use of learning technologies. Those who don’t want to do this should be eliminated from your list of prospective distance learning instructors.
Training Distance Learning Instructors
Now, once you have selected the instructors, here are some guidelines to help you, help them, to succeed. These tips are applicable for any and all technologies that they might be using. The biggest differences in their training will the course conversion (including learner support materials) and delivery for the specific types of technologies they will be using. Insist that instructors experience using the technology before they begin teaching. Have them take an online course or two, attend a satellite and/or video teleconference event and get to see what it’s like being a learner.
Provide training to help the instructors get a good overview (and practice) of what they need to know, including how to:
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Understand each of the different learning technologies, including the advantages and disadvantages of each.
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Understand how to select courses for conversion
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Convert or transition courses or learning content with a media selection guide. This will help them select the best technologies for web based, CD-ROM, satellite, videoconferencing, etc.
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Design for short segments of 10 or 15 minutes
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Build in interactivity for 30-50% of the program and vary the activities to ensure that you have an active learning event rather than a passive learning experience
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Create effective visual aids
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Dress (if using video)
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Create effective remote site materials
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Prepare evaluation tools
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Train remote site facilitators
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Ensure easy registration and identify pre-course administration requirements
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Deliver the learning experience based on the technologies selected.
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Set up contingency plans if the technology does not work
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Establish learner support systems before, during and after learning delivery (e.g. help line, email access, etc.)
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Thoroughly understand how to use all equipment and applications
Effective onsite instructors learned how to be successful. The same holds true for distance learning instructors. Having a step by step process for selecting and training instructors will help ensure that learning is the focus and the use of technology is seamless. When that happens, everyone wins.
Karen Mantyla is the president of Quiet Power located in Washington, D.C. She is the co-author of Distance Learning: A Step-by-Step Guide for Trainers and the author of Interactive Distance Learning Exercises That Really Work! Contact her at kmantyla@quietpower.com.