Solutions to the Top Blended Learning Challenges

With theexpansion of the global workforce, and the continuous shifting of globaleconomic factors, the time for blended learning hasarrived. A solidblended learning design makes sense instructionally and economically. But howdo we make sure we do it right? What are the hidden blended learning challengesthat can create a roadblock to success before we even roll out the program?

This articleand its companion address the strategies and solutions for anticipating and minimizing themost common challenges when designing and implementing a blended learningsolution, including technical, organizational, and instructional challenges.

The term“blended learning” is used in such disparate ways among learning professionalsthat it has begun to lose its meaning. In most cases, what is labeled “blendedlearning” is typically one topic, offered in numerous ways, or a hodgepodge ofdifferent training offerings under the same topical umbrella.

What blendedlearning should mean is:

….selecting the most appropriate delivery technology, based on learningobjectives with consideration of time, place, and space. It is the realizationof a harmonic balance of instructional, technical, organizational, and deliverycomponents in support of learner engagement and achievement.

This is thedefinition of blended learning referenced throughout this pair of articles.

I’ll discusschallenges associated with blended learning in three categories: technologychallenges, organizational challenges, and instructional and design challenges. I’ll also provide some examples thatwill help to identify if there is evidence of a particular challenge in yourorganization.

Overview

Here is anoverview of all 10 challenges. Technology and organizational challenges willappear in this article, and I will take up the instructional and design challengesin the companion article.

Technologychallenges

1. Ensuring your participants can be successful using thetechnology.
2. Resisting the urge to use technology simply because itis available.

Organizational challenges

1. Overcomingthe idea that blended learning is not as effective as traditional face-to-facelearning.
2. Redefiningthe role of the facilitator.
3. Managingand monitoring participant progress.

Instructionaland design challenges

1. Lookingat how to teach, not just what to teach.
2. Matchingthe best delivery medium to the performance objective.
3. Keepingonline offerings interactive rather than just “talking at” participants.
4. Ensuringparticipant commitment and follow through with “non-live” elements.
5. Ensuringall the elements of the blend are coordinated.

Technology challenges

Thetechnology challenges addressed here are not just about getting technology towork on networks (though that is an important first step), rather, they areconcerned with ensuring the success of the program by utilizing and supportingappropriate technologies.

Challenge#1: Ensuring participants can be successful using the technology

As learningtechnologies become more accessible, a typical response is to use them all.But, just because we can be successful creating content, doesn’t mean ourparticipants can be successful using it. Putting out too much technology tooquickly makes blended learning programs appear “trendy,” and participants maynot take them seriously.

Also,roadblocks can become detours—meaning that if participants run into technicaldifficulties that they cannot easily fix, they may abandon the contentcompletely. This lack of technical success can lead to a lack of instructionalsuccess, and participants won’t return.

Challenge#1: Solution

To minimizethe impact of this challenge, don’t introduce all of the available technologiesat once, and use the simplest technology possible to make your point. Forexample, if your web conferences are typically online conference calls, do youneed to include the virtual classroom? Sometimes a telephone by itself is justas effective, and less technologically impactful. Make sure trained support isavailable for each technology (this is often overlooked) and that thefacilitator has the answers to the most common problems.

Exampleand evidence

Yourorganization has implemented a new virtual training program using a virtual classroom.You are also implementing a new learning management system to manage all ofyour training content and programs.

Evidence thatparticipants are experiencing roadblocks to successful utilization of thetechnology includes:

• Participantsindicate they are not able to access the virtual classroom. Is this a techissue or a communications problem? Was the incorrect link sent out?
• TheLMS indicates self-directed work is not being completed. Is this an LMS issue?Or a digital content issue?
• Unexpectedincrease in IT help desk inquiries regarding the program. You should expectsome calls—but how many is too many?
• Participantsaren’t showing up for class, or not doing the self-directed work, and blamingthe technology.
• Feedbackfrom participants regarding the technology is negative. Perhaps the mostobvious evidence, but if you don’t ask for the feedback, you won’t get it.

Organizational challenges

Challenge#2: Resisting the urge to use technology simply because it is available

Organizations often implementtechnologies because they want to rush their returns on investment.Unfortunately, the “We’ve got it, so use it” mentality can drive weakinitiatives, resulting in overly complicated designs that don’t meet learningobjectives.

Challenge#2: Solution

Resist the temptation to redesign all of your content to thelatest learning technology. (“By the end of the year, all of our content willbe online in XXX format.”) Start with smaller initiatives, and once thetechnology works, build on that success and incorporate lessons learned.

Example andevidence

Your organization has just purchaseda new virtual classroom platform, video conferencing system, and eLearningdevelopment software.

Evidence your organization isnot using the technology appropriately includes:

• Themanagement team has asked the training group to convert all face-to-faceprograms to a blended format by the end of the year.
• Trainingprofessionals with limited experience with blended learning design anddevelopment are charged with ensuring the technology investments areworthwhile.
• High-profiletraining programs are identified to be converted to blended learning first,creating a high-risk project.

Managementoften agrees that blended learning is the correct direction for traininginitiatives. The problem is not organizational enthusiasm—the problem is a lackof organizational understanding that this is a complex process that needsthought beyond an individual program.

Challenge#3: Overcoming the idea that blended learning is not as effective astraditional classroom training

Participantsare attracted to the traditional classroom because they understand that theycan be successful learners. They understand their roles, and what is requiredof them in their behavior, effort, and participation. Online learningtechnologies change these expectations, and the “safety net” is taken away.Managers often don’t realize the effort it takes for a self-directed program tobe successful, and facilitators often don’t have the confidence to fullysupport the program. These factors, left unaddressed, often result in a failedprogram.

Challenge#3: Solution

Orientationis the key to overcoming this obstacle. Participants should have anintroduction to the entire experience—including expectations about how toinstall and use technology, and participation, attendance, and completionrequirements. Managers should have an orientation about what their employeeswill be experiencing, and how the managers can help to ensure learning takesplace.

You shouldlaunch early programs using facilitators who buy into the concept—which is moreimportant than using the facilitator most familiar with the topic in theclassroom.

Exampleand evidence

Yourtraining group has announced its intention to implement blended learning forcomptency training, to include virtual classrooms, eLearning, and onlineassessment.

Evidence thatyour organization is not convinced that blended learning is as effective astraditional classroom training includes:

• Lowenrollment, or no departments volunteering to be early adopters of the program
• Negativeback-channel chatter about how eLearning “doesn’t work”
• Potentialparticipants asking if they can watch recordings or indicating the will to waitfor the “real class” in a traditional setting

Thisconcludes the initial list of blended learning challenges. In the companionarticle I will look at the challenges that arise in the instructional designprocess itself.