How to Plan for and Implement a Successful Distance Learning Solution

log on through a mobile device. In addition to being able to stream these live lessons, they can also be recorded through a video content management system, allowing students to access that content in case they miss the lesson, or need to go back to a specific part of the discussion.

Bottom line, the solutions should be easy to use for educators. They must allow both teachers and students to collaborate, annotate, record and access content on-demand, provide analysis data (for retention) and be flexible for the learner. This helps create a personal learning environment.

What are some features end users should consider before purchasing a distance learning solution?

One of the first things end users should look for in a distance learning solution is whether or not it is interactive for the student. As I mentioned earlier, it’s no longer just about the teacher being in front of the students. Everyone participates in online learning now. Distance learning solutions should also have on-demand recording in case the student can’t attend the course live. It’s also helpful if content sharing is available. This will help students view any presentations through a white board on a separate window. For instructors, it would be good if the solutions could pull analytics. The more interactive these solutions are, the better the experience will be for everyone involved.

What tips would you recommend for colleges before implementing a distance learning solution?

The first thing institutions need to keep in mind is whether or not they have the necessary infrastructure to manage any distance learning solution. For starters, these schools should make sure they have the bandwidth. I recently visited Alaska to train schools on remote islands on how to use distance-learning solutions. They had the technology, but unfortunately, they didn’t have the bandwidth. Schools can allocate the right budget for the most up-to-date solutions, but if they don’t have the necessary bandwidth to get it up and running, it will be a huge failure.

It’s also important to know where the administration stands when it comes to distance learning. Some schools have an IT department, but they’re there to just get the solutions up and running, and that’s it. It’s more than that, though. There must be an agreement – from the top down – that distance learning solutions will be launched at the institution. If there’s any disagreement on implementing these solutions, the school will fail. The next step would be to have professional development courses so instructors know how to use these solutions. You’d be surprised how many institutions have tried to implement distance learning solutions, but without proper training for the staff. There should also be a set of policies written up, such as a BYOD policy, so it’s clear whether or not students can access their courses through their own mobile device, or a policy that ensures students are given proper training on how to use EdTech tools properly and effectively.

As I mentioned before, implementing a distance learning solution is not linear. So administrators should speak with admins from other institutions and ask them how their solutions are working out for them. Don’t be shy to ask what’s been working, what hasn’t and what they expect from their solutions moving forward.
Elaine Shuck, with a background in technology and curriculum, is Polycom’s Director of Education. She is an expert in collaborative learning and videoconferencing. She is known for showcasing hybrid solutions in demonstrations to K-20 educators. Her programs have inspired learners who interact with luminaries in medicine, education, or current events. They have garnered major awards from the International Society for Technology in Education and the US Distance Learning Association (USDLA). Elaine works with a host of educational groups and is currently president-elect of USDLA.