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This could be accomplished through data analysis, student surveys and targeted interviews. Step five is the implementations of any improvements and corrections in the training process.
Players and Stakeholders
The key players in this process could not be more different: technical experts (it) and academic experts (departments, colleges and schools in the university). The academics have a clear vision of what the training program should encompass and the it experts possess the technical skills in facilitating such a process. Clearly, this must be a collaborative effort. For example, let's say the academic side of the team wants to use discussion board that incorporates online reading, YouTube videos as well as Social Networking. For the actual implementation of such an idea, it must be consulted, cajoled and consulted.
Online Students and Objectives
Online learners do not learn in a vacuum. Such learners must be disciplined to succeed in an online learning environment. Therefore, any online training program must carefully balance challenge with practicality. The experience should be interesting, engaging and a challenge. If the training is deemed to difficult, the learner could give up and participate halfheartedly. If the training is too easy, the learner could feel insulted and feel as if they were wasting their time and money. Therefore, the program designers walk a tightrope in the design and implementation...
Perhaps one way to circumvent such scenarios is to actively consult and listen to students. Today's students are not passive consumers and learners. Indeed, they are consumers of education and demand to be edutained (and such a conversation is obviously beyond the scope of this paper).
Insofar as the objectives of the training program, they are:
1. Students will successfully complete the online training program in one week.
2. Students will pass an online assessment of their readiness for future online content delivery with a 70% or higher, or they will have to retake the training course.
3. Students will demonstrate proficiency in the proper technical skills to successfully navigate in an online learning environment.
Such objectives are measurable and also practical. The objectives are measurable in that students must score above 70% on an assessment that tests their knowledge as well as their technical proficiency. By using a clearly defined benchmark (70% or higher) coupled with a clear timeframe (one week) can help set students up for success. Students have a target to aim at and expectations that they will complete it on time. One challenge online programs face is the perception of being easier or somehow less rigorous than face-to-face classes. Therefore, having clearly defined objectives for the training program can help allay such claims.
(Bienstock, 1996) These are stated to be the reason that these systems "lend themselves to investigation using simulation methodology." (Bienstock, 1996) Simulation is stated to offer an alternative "for understanding these systems, since experimenting with the actual systems would be too costly." (Bienstock, 1996) Furthermore, simulation is stated to facilitate the "examination of dynamic processes or systems over time by allowing the compression of real time." (Bienstock, 1996) Bienstock states
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Negative feedbacks and criticisms cannot be avoided at this point, especially upon knowing that it is necessary for them to undergo training on how this program will be implemented, including its advantages for them as teachers. Educators, especially those who have been practicing the profession for a long time have a greater tendency to abhor going through the learning process once more. As a principal, they should be encouraged to