Stave Off These Seven Pitfalls of Distance Learning
By Moises Sheinberg

Distance learning. Web-based training. Distributed learning. We've all heard the buzz phrases and variations, but the only thing these terms indicate is that learners and trainers or facilitators are in different physical spaces. Trainers who are accustomed to traditional classroom sessions often have concerns about delivering training differently. Here's a rundown of some common pitfalls awaiting new distance learning (DL) trainers.

Pitfall #1: Treating DL courses like traditional face-to-face courses. Some trainers may be tempted to think that because objectives and content are the same that DL can be handled just like traditional training--that only the technology changes. Wrong! Distance learning requires different media, delivery methods, course design, evaluation methods, and learner-support structures.

Pitfall #2: Jumping straight to the course content. Let's face it: Most people are not used to DL. So, when trainers jump directly into course content, they often have to allot more time to the beginning activities than originally planned. There can also be a lot of rework involved.

Pitfall #3: Lacking the necessary support structure. Distance learners have lots of questions and need feedback and reassurance. If these are missing, you can count on lukewarm participation and course dropouts. Remember that participants don't have direct contact with you, so contact must take other forms.

Pitfall #4: Lacking motivation and/or managers' support. Because many people in DL courses are studying independently, low motivation can be a problem. Remember that motivation can be intrinsic or extrinsic, so management support is vital for the latter.

Pitfall #5: Not planning for technology problems. Tech problems are common. There's always someone who has a previous version of the program that can't run the application, somebody who can't install the plug-ins, or another person who doesn't have the right connection. Sometimes a site doesn't receive the audio signal or receives it with a delay. So, you should plan enough time and staff to solve such problems.

Pitfall #6: Failing to consider cultural and regional differences. Because DL courses reach many people, it's important to take into account different cultures, races, genders, ages, languages, and time zones.

Pitfall #7: Not planning enough time for discussion and teamwork. If you think that working in teams at a distance requires the same amount of time as doing so face-to-face, forget it. Remember that the work is often done asynchronously, so it takes extra time for group members to respond to messages and reach agreements.

If DL is new to you as a trainer, remember that you have to experiment with the technology. And if you make mistakes, don't despair. We've all made them--probably the same ones! Here are some guidelines that can help you avoid some of the pitfalls.

• Design your courses for DL. Even if your content is the same as a previous face-to-face course, you must redesign the training. The learning activities will be different--so will the interactions, the length of time for each activity, the assignments, and the evaluations. Don't assume that training with "traditional" methods prepares you for training at a distance.
• Plan all learning activities. Timing and planning is everything. Activities that aren't well-planned and explained can generate anxiety in learners. They need to know what's on the agenda so they can set aside enough time for it.
• Use technologies that serve a purpose. Technology is a tool and not an end in itself. When you select a particular technology for DL, make sure you're doing so because it's the best way to accomplish your goals.
• Practice. Always test-drive new activities with internal staff first. If possible, take the place of a learner yourself. You're using a new medium of communication, so it's a great way to discover what problems might arise. Also, if you're using a remote-classroom approach, rehearse. It's never the same talking to people face-to-face as it is talking to a camera or a microphone.
• Train yourself. You need to learn, too, but don't concentrate solely on the technical aspects. There are human factors to consider. For example, it's not enough to know how to send an email--you have to see that the message doesn't offend anyone and isn't aggressive. Similarly, when using a microphone, you need to know how to articulate, at what speed to speak, and when to pause, not just how to operate it.
• Develop a learner-support structure. Supporting DL participants is work-intensive. Be prepared to answer these questions:
  1. How will they communicate with the trainer?
  2. How will they communicate with each other?
  3. Who will answer their technical questions?
  4. Who will answer their subject matter questions?
  5. Who will grade assignments and evaluations?
  6. Who's in charge of feedback?
  
• Allow plenty of time for group activities and discussions. One of the most-used resources in DL is teamwork. It's an effective method of learning, but it requires time. When you have a Web-based or print-based approach, the communications are usually asynchronous (usually email or postal mail), so bear in mind that it takes longer for teams to discuss ideas and come to agreement.
• Allow enough time for materials delivery. This is especially important when you use print-based coursework. As a rule of thumb, always send materials to participants early.
• Have tech experts and alternative technologies on hand. Make sure that your support team has either a group of experts for the technology being used or quick access to one in case you have problems (which are common). Also, try to have some fail-safe alternative to new technologies, such as faxes and phones (in case there are problems with email), or backup video- and audiotapes (in case the transmission fails). The most reliable means is--and probably always will be--the printed page.
• Use readily available software and hardware. Before selecting a particular hardware or software package to use for DL, take the time to find out what's available to learners and how much it costs. Always offer at least two software alternatives for emailing assignments. And, don't send a CD-ROM if you're not sure that participants have a CD-ROM player!
• Use various media. To give learners alternatives, send the information in different learning media. This not only supports the theory of multiple intelligences and makes learning more effective, but it also gives participants easy information access. For example, you might send users a videotape and a hard copy of materials to accommodate learning time at home and on the subway.
• Allow for mistakes and lateness. Many people are experiencing these electronic learning approaches for the first time, so be patient. Especially at the beginning of a course, expect some users to have problems with the new technologies, to make mistakes, and to take more time than planned. Your job: to support and encourage them.
• Have an introductory course for novices. You can offer new users a brief course that instructs them step-by-step how to use the DL technology. Keep it optional, though. There may be some people who are already familiar with the system.
• Give learners motivation, feedback, and assurance. In a DL environment, participants can get lonely, anxious, and insecure, so support is crucial. Use a friendly tone and try to encourage people to assure them they're on the right track. Learners will also need quick feedback for assignments, evaluations, and questions.
• Encourage activities that motivate thinking. It's easy for distance learners to become passive because they're working independently. Sending people manuals to read won't accomplish learning, but activities such as having them discuss topics among themselves, defend positions, investigate topics, and apply knowledge may work. Try to encourage and grade active participation.
• Develop a diversity policy. Always consider differences in your audience and establish communication rules, such as standard Netiquette guidelines. And don't forget culture. Always remember whom you're talking with and take their slang, customs, practices, and timetables into account to build rapport.