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Introduction to Instructor-Led Online Learning

Discover the keys to effective online instruction, engaging content, assessments, and modes in this comprehensive guide. Equip yourself with strategies for successful virtual learning experiences.

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Introduction to Instructor-Led Online Learning

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  1. Introduction to Instructor-Led Online Learning Kevin R. Duffy, M.A.Ed.Daytona State College Daytona Beach Police Department

  2. Online Learning • The trend is here… • Cheaper • More accessible • On-Demand • Technology-driven • But it can be… • Difficult to use • Difficult to document • Hard to understand • Too generic

  3. Online Presentation Modes • Instructor-led Online • Module based • Similar to classroom academic topics • Cohort training • Self-Paced • Page-turners with quizzing and branching • Repeatable topics • Mixed Mode • Combine classroom/lab with other strategies

  4. Instructor-Led Online • Keys: • Interactivity • Can’t be all One-On-None • Feeling of community • Convenience • Available when the student needs it • Functionality • Everything has to work! • Intuitive • Feedback • Immediate and relevant

  5. Content • College Courses • Textbooks • Web Sources • Research/Journals • Training Courses • Web Sources • Short Articles • Web Field Trips • Discovery Searches

  6. Discussions • Crafting discussion questions • More than repetition of text materials • Get the student to apply the material • Provide for “discovery” • Example: • “Read the attached article about mental illness in correctional facilities. What experiences have you had with inmates as described in the article? How could you have handled the interactions with these inmates differently?”

  7. Links • Link students to outside resources • Can be part of the lesson or for “independent study” • Examples: • Links to Associations • Links to magazines, periodicals • Links to videos • Make sure they are appropriate • Links to other sites, particular resources

  8. Quizzes and Tests • Why? • Provide a vehicle for definitions and simple concepts • Module quizzes • Instant feedback • Positive feedback to performance • Check for understanding • Final exams • Can be from the quiz test bank • Item test can be coupled with a final project

  9. Grading • Points for various activities • Graded on all activities • Discussions • Quizzes • Projects • Web Field Trips • Exams • Weighted according to importance • Distribute credit • Higher weight to application activities

  10. Projects • Application of what was learned • Formative projects • Preparation activities that are combined in the final project • Steps in a process • Summative projects • Combine what was learned with real-life situations • Use imagination • Can be part of a live lab

  11. Self-Paced • Provide self-running training • Just-In-Time • Repeatable training programs • Policy introduction • Policy review • One-Time Training • New equipment • New procedure • New facilities

  12. Design Considerations • Self-running • Check on all end-user equipment • Consider MDT • Consider network restrictions/bandwidth • Appropriateness • Commercially-available training meets the guidelines of the agency • Short and focused • Short time period for completion • Focused on one topic

  13. Accountability • Considerations • Independent testing • Certificate issue • “Click-through” • “Community testing” • Certificate • Self-issue • Fill-in-the-blank • Issued by training entity (manual issue)

  14. Mixed Mode • Mix online and live classroom • Pretraining with self-paced and/or instructor-led online • Require completion and testing prior to lab work • Post Training • After the classroom/lab, require post training to complete the course • Provides application of concepts and skills learned • Use of force training with DT refresher

  15. Live Classroom Plus • Classroom as a base • Add Self-Paced • Add Instructor-Led • Add both • Add application projects • Provide a mechanism for application of what was learned • Add community • Create an online community for trading ideas, etc. over distance and time

  16. Management • Buy-In • Starts at the top • Bleeds down • Excitement coupled with quality • Cost Containment • Software costs • Licensing • Personnel • Specialization

  17. Line Personnel • Buy-in • Technology not a problem for younger officers and employees • Technology may be a problem for older officers and employees • “If it doesn’t fit, force it!” • Technology is not a force-fit item • Alternatives may need to be made available to the technology-challenged

  18. Consistency • Important consideration • Students should not have to learn new software or procedures every time they access • Make it easy and seamless • Assign personnel to provide consistent look and feel • Same designers • Design conventions, including photos, fonts and spacing • Help Desk Services • Who do you call? • Quick response

  19. So What’s It All Mean? Multiple modes used to solve the problem Variety and consistency Accountability Buy-In Integration into the Training Mission Documentation

  20. Questions

  21. Kevin R. Duffy, M.A.Ed. DuffyK@DaytonaState.edu DaytonaState.edu/COPST Center for Online Public Safety Training

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