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"Selecting Delivery Systems and Media to Facilitate Blended Learning: A Systematic Process based on Skill Level, Content Stability, Cost and Instructional Strategy " icon

Selecting Delivery Systems and Media to Facilitate Blended Learning: A Systematic Process based on Skill Level, Content Stability, Cost and Instructional Strategy 

Like others, the US Army, is examining the use of emerging instructional technologies, such as but not limited to blended learning (BL) to optimize training. The problem is there are neither established formulas nor published algorithms for determining which aspects of a course to put online and to administer face-to-face (f2f) to facilitate blended learning. To address the problem, a team of Instructional Designers examined existing training and formulated, tested, refined and transferred a process for analyzing and nominating specific aspects of military intelligence (MI) coursework for either residential (f2f) and/or distributed (online) delivery. The resulting process consisted of three basic stages that addressed five primary questions: Stage I – Basic Instructional Mode Selection. "What aspects of a course should be nominated for blended learning, conventional classroom learning, or distance learning?" Stage IIa – Primary Distance Learning Delivery System Selection. "For those aspects nominated for Distance Learning, what primary system should be used to deliver the contents?" Stage IIb – Primary Face-to-Face Instructional Setting Selection. "For those aspects nominated for Face-to-Face instruction, what primary settings should be used to deliver the contents?" Stage IIIa – Instructional Strategy Selection. "What instructional strategy should be used to design and deliver the coursework?" Stage IIIb – Media and Communication Tool Selection. "What specific media and telecommunications tools should be used to facilitate Distance Learning, Face-to-Face instruction, and Blended Learning coursework?" The process seeks to optimize training by addressing (a) basic skills and knowledge through the use of distributed learning technologies, and (b) higher order thinking skills in conventional, face-to-face classroom settings. Three additional factors were considered for making media selection decisions including cost, stability and instructional strategy.

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