{"id":157,"date":"2019-06-18T17:37:11","date_gmt":"2019-06-18T17:37:11","guid":{"rendered":"https:\/\/www.socra.org\/blog\/?p=157"},"modified":"2019-06-26T20:09:26","modified_gmt":"2019-06-26T20:09:26","slug":"the-trainers-toolkit-how-to-design-successful-blended-learning","status":"publish","type":"post","link":"https:\/\/www.socra.org\/blog\/the-trainers-toolkit-how-to-design-successful-blended-learning\/","title":{"rendered":"The Trainer\u2019s Toolkit: How to Design Successful Blended Learning"},"content":{"rendered":"\n<figure class=\"wp-block-image\"><img decoding=\"async\" loading=\"lazy\" width=\"1024\" height=\"498\" src=\"https:\/\/www.socra.org\/blog\/wp-content\/uploads\/2019\/06\/blended-learning-1024x498.jpg\" alt=\"artistic representation of blended learning\" class=\"wp-image-159\" srcset=\"https:\/\/www.socra.org\/blog\/wp-content\/uploads\/2019\/06\/blended-learning-1024x498.jpg 1024w, https:\/\/www.socra.org\/blog\/wp-content\/uploads\/2019\/06\/blended-learning-300x146.jpg 300w, https:\/\/www.socra.org\/blog\/wp-content\/uploads\/2019\/06\/blended-learning-768x373.jpg 768w, https:\/\/www.socra.org\/blog\/wp-content\/uploads\/2019\/06\/blended-learning.jpg 1469w\" sizes=\"(max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n\n\n\n<h3 style=\"text-align:center\">Anatoly\nGorkun MD, PhD, Chartered MCIPD<br>\nSenior Manager, MedImmune<\/h3>\n\n\n\n<p><strong><em>Abstract<\/em><\/strong><em>: Blended learning<\/em> <em>is a training program in which the audience learns the content through a combination of different learning methods with some element of self-control over time, place, and pace<\/em>. <em>This article provides an overview of audience learning preferences and styles, blended learning, and how to choose the most appropriate learning methods for a specific training program. Examples of and tools for learning methods are provided.<\/em><\/p>\n\n\n\n<!--more-->\n\n\n\n<h2><strong>Introduction<\/strong><\/h2>\n\n\n\n<p>Blended learning fits all types of learners and people of all ages. It can be used in clinical trial training.<\/p>\n\n\n\n<h2><strong>Learning Preferences<\/strong><\/h2>\n\n\n\n<p>The first step in developing a training program is to understand the audience. Some people prefer to learn by listening (auditory learning), while others prefer to learn by observing or watching (visual learning), or by doing what they are learning (kinesthetic). Other learning preferences are learning individually in quiet or as part of a group. Learners are diverse and have different learning preferences. Training must address those preferences as well as learning needs.<\/p>\n\n\n\n<h2><strong>Learning Styles <\/strong><\/h2>\n\n\n\n<p>Development of a training\nprogram requires knowledge of learning styles and methods. In 2004, Coffield\nanalyzed 13 learning styles. These 13 learning styles consist of 3 elements:<\/p>\n\n\n\n<ol><li>Information processing <\/li><li>Instructional preferences<\/li><li>Learning strategies.<\/li><\/ol>\n\n\n\n<p>People can process\ninformation verbally or visually. Sensory modalities are auditory, visual, and\nkinesthetic. Instructional preferences can be collaborative or independent, and\nsome people prefer to learn at a particular time of day, such as morning or\nafternoon.<\/p>\n\n\n\n<p>Learning strategies are adaptive\nresponses to learning a specific type of subject matter. Task-based strategies\nfor learning include:<\/p>\n\n\n\n<ul><li>Using the imagination to create images to understand the content<\/li><li>Role-playing <\/li><li>Using organizational skills to summarize and create visual representations\n     such as charts, graphs, and timelines. <\/li><\/ul>\n\n\n\n<p>Other learning strategies involve\nfocusing on what the person knows and using resources such as the Internet and\ndictionaries.<\/p>\n\n\n\n<p>A learning method is any\nintervention that is deliberately undertaken to assist the process of learning by\nindividuals or teams, or learning at the organizational level. Different\ncombinations of learning methods can be used in a blended learning program. Examples\nof learning methods include:<\/p>\n\n\n\n<ul><li>Classroom training<\/li><li>eLearning (computer-based modules)<\/li><li>Podcasts and vodcasts<\/li><li>Self-learning (reading)<\/li><li>Learning from others<\/li><li>Team meetings and briefings<\/li><li>Virtual classroom<\/li><li>Use of Internet resources<\/li><li>Social networks<\/li><li>Gamification. <\/li><\/ul>\n\n\n\n<p>Classroom training is quite popular, however, much of this is being replaced by eLearning (computer-based modules). Self-learning (reading) is a preferred method of learning. Team meetings and briefings can be used at the end of the project to share and learn from mistakes. Gamification is learning by playing games.<\/p>\n\n\n\n<h2><strong>Blended\nLearning <\/strong><strong><\/strong><\/h2>\n\n\n\n<p>Blended learning is a\ntraining program in which people can learn the content through a combination of\ndifferent learning methods with some element of self-control over time, place,\nand pace. There are many benefits of blended learning (Table 1). People have\ndifferent learning styles, and blended learning addresses more audience\npreferences. Learners are more engaged when a training program offers a variety\nof types of content. <\/p>\n\n\n\n<p>Some training related to clinical\nresearch can be complex and may involve the development of practical skills;\nhowever, other training can be as simple as an instruction. Different learning\nmethods are used depending on the complexity of the training. Blended learning\nalso makes training more efficient and more fun.<\/p>\n\n\n\n<p>Sometimes trainers assume what the learners know, and need to know, and how they want to learn. Learners, however, have their own learning needs and preferences. So, it is always a good idea to check the gap between the trainer\u2019s assumptions and the learners\u2019 expectations. <\/p>\n\n\n\n<h2><strong>Selecting Learning Methods<\/strong><\/h2>\n\n\n\n<p>There are many considerations\nin choosing the learning methods for a training program, starting with the\nnature of the learning needs (Table 2). This also includes the complexity of\nthe topic and whether the training needs to help learners develop practical\nskills or not. Learners\u2019 background and experience&nbsp;plays a role in\nchoosing the learning methods. For example, a Good Clinical Practice (GCP)\ntraining program will be different if it is for learners with no previous GCP experience\nthan if it is an annual refresher training for experienced company staff.<\/p>\n\n\n\n<p>The number of learners to be\ntrained and the organizational culture are among considerations in choosing the\nlearning methods for a training program. The learning methods differ if there\nare dozens of learners versus hundreds or even thousands of them.\nOrganizational culture refers to the preferences of senior management. Feedback\nfrom previous training should also be considered.<\/p>\n\n\n\n<p>Other considerations in\nchoosing learning methods include costs and budgets, time and resources,\nlearner preferences, and locations (whether the training will be delivered at one\nor multiple locations or even in different countries). Some training may\nrequire immediate implementation, for example, to address corrective and\npreventive actions or to ensure that staff learn and understand new\nregulations.<\/p>\n\n\n\n<p>Each learning method has pros\nand cons. Pros of classroom training include having an instructor who provides\nleadership, flexibility, insight, and the opportunity to practice skills in a\nrisk-free environment. Classroom training combines input from the trainer and the\nlearners, and thus, an opportunity for learners to share ideas and experiences.\nThe trainer provides immediate feedback to learners. Classroom training helps\nlearners to develop knowledge and skills, and it enables them to ask questions\nand get answers. <\/p>\n\n\n\n<p>The cons of classroom training\ninclude its expense and the need to deliver it in person. Classroom training is\ntime-consuming and takes people away from the workplace. Logistics of classroom\ntraining (room, equipment, and food) can be complicated, and appropriately\nqualified instructors are necessary to deliver the training.<\/p>\n\n\n\n<p>Pros of eLearning include that each learner can complete the training at a time that is convenient for him\/her, and many different scenarios can be used, which is visually engaging. Once developed, eLearning can be reused many times, and it can be relatively inexpensive. There is no need for learners to leave the workplace for eLearning. Cons of eLearning include that the learners cannot ask questions and there is no control over learning and whether the learners understand the subject. It is also difficult to motivate the learner to complete the eLearning, and learners cannot learn from others or experiment the same way as in a classroom.<\/p>\n\n\n\n<p>Self-learning (reading) is\nsimple and inexpensive. It is easy for learners to access. However,\nself-learning has the same downsides as eLearning. <\/p>\n\n\n\n<p>Learning from others has many benefits. Learners can develop practical skills by practicing the skills under supervision, while using tools and equipment in the real-world environment. The learning can be tailored to specific needs and integrated easily and quickly. Learners can get immediate feedback. Cons of learning from others include the cost, especially if traveling is involved. The trainer must be carefully selected to prevent the transfer of bad habits and sub-standard training. Learning from others can be ineffective if it is rushed or poorly planned. <\/p>\n\n\n\n<h2><strong>Examples of Learning Methods<\/strong><\/h2>\n\n\n\n<p>Classroom training can\ninclude a mix of different activities. The training session plan for a training\nprogram on asthma that the author developed with subject matter experts included:<\/p>\n\n\n\n<ul><li>Pre-training assessment activity<\/li><li>Introduction<\/li><li>Presentation<\/li><li>Video<\/li><li>Discussion<\/li><li>Presentation<\/li><li>Individual assessment activity<\/li><li>Discussion<\/li><li>Small group assessment activity<\/li><li>Discussion.<\/li><\/ul>\n\n\n\n<p>eLearning can be fun. For\nexample, informed consent training e-modules by MedImmune\/AZ included a virtual\nenvironment where learners could \u201cwalk\u201d through a number of hospital offices\nwith different real case scenarios involving consent and re-consent of subjects.<\/p>\n\n\n\n<p>Self-learning is usually used\nfor learning policies, instructions, guidelines, and SOPs; however, it is\ndifficult to motivate people to complete the training on time. To ensure that learners\nunderstand SOPs, managers should discuss the SOPs with their direct reports.<\/p>\n\n\n\n<p>Video can be an effective and\nuseful learning method. The author managed a training project producing a video\nseries on oncology drug development covering the stages from target\nidentification through the product license application. The series had over 20\nvideos of 20 to 40 minutes each and was available on the company intranet.\nThese videos were filmed by a professional operator; however, it is possible to\ncreate simple videos by filming a presenter with a simple camera or a mobile\nphone.<\/p>\n\n\n\n<p>The Internet has many resources for learning, including information from regulatory authorities, such as the Medicines &amp; Healthcare Products Regulatory Authority in the United Kingdom and the U.S. Food and Drug Administration in the United States. LinkedIn groups provide useful resources for training, too.<\/p>\n\n\n\n<h2><strong>Useful Learning Tools<\/strong><\/h2>\n\n\n\n<p>Table 3 highlights a few\nuseful tools in developing training programs, including video-creating software\nsuch as Camtasia, CamStudio, PicPick, and some others. They are used to record\nvideo on a computer and can capture what is on the computer screen. These tools\nare good for developing electronic training on systems. One possible use is to\ndevelop training programs on electronic case report forms. <\/p>\n\n\n\n<p>Articulate is a simple tool for building e-learning modules in PowerPoint. Once installed, Articulate is integrated into PowerPoint. Voiceover can be added to slides. The PowerPoint presentation can be easily transformed into computer-based training modules by clicking a button in Articulate. The computer-based training can easily be shared with investigators, clinical research sites, and others.<\/p>\n\n\n\n<h2><strong>Conclusions<\/strong><\/h2>\n\n\n\n<p>Learners\nhave different learning styles and preferences. A blended learning package can\ninclude different learning methods, such as:<\/p>\n\n\n\n<ul><li>Self-learning<\/li><li>eLearning<\/li><li>Videos<\/li><li>Classroom (instructor) training<\/li><li>Learning from others. <\/li><\/ul>\n\n\n\n<p>Selection\nof learning methods is based on many factors, including:<\/p>\n\n\n\n<ul><li>The nature of the learning needs<\/li><li>Learners\u2019 knowledge<\/li><li>Complexity of the training <\/li><li>Budget<\/li><li>Location(s)<\/li><li>Number of learners to be trained. <\/li><\/ul>\n\n\n\n<p>Blended\nlearning fits different learning styles and makes training more efficient.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Anatoly Gorkun MD, PhD, Chartered MCIPD Senior Manager, MedImmune Abstract: Blended learning is a training program in which the audience learns the content through a combination of different learning methods with some element of self-control over time, place, and pace. This article provides an overview of audience learning preferences and styles, blended learning, and how &hellip; <\/p>\n<p><a href=\"https:\/\/www.socra.org\/blog\/the-trainers-toolkit-how-to-design-successful-blended-learning\/\" class=\"more-link\">Continue reading <span class=\"screen-reader-text\">The Trainer\u2019s Toolkit: How to Design Successful Blended Learning<\/span> &rarr;<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0},"categories":[44],"tags":[45,46],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v15.6.2 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>The Trainer\u2019s Toolkit: How to Design Successful Blended Learning - SOCRA Blog<\/title>\n<meta name=\"description\" content=\"Blended learning is a training program in which the audience learns the content through a combination of different learning methods with some element of self-control over time, place, and pace. 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