Facilitating online learning
Effective Facilitators
In today’s educational environment, with distance education and online learning becoming more common, researchers have investigated what exactly makes a facilitator or instructor effective in distance learning. The results have shown a variety of viewpoints and suggestions. Most importantly, the results have shown that strong communication skills and collaboration between the faculty and the students is crucial to educational success. During recent review of an article by Chickering and Gamson (1987), seven key principles are discussed. The following will narrow down those seven principles to highlight two specific skills that a facilitator should have for effective teaching in distance education.
As a facilitator of distance learning, communication is a staple in effective teaching. Face-to-face contact is typically not an option in the distance learning environment; therefore, the need for effective written communication between both students and faculty provides the contact and dialogue that would otherwise be lacking. Students need to feel that their instructor values their contribution to the classroom and the relationships built between them. In the same respects, instructors need to have appropriate and interactive feedback with students to ensure their comprehension and ability to apply in real-world scenarios. Weimer (2002) explains the relevance of instructor involvement and communication in order to demonstrate to the students that the instructor has relevant knowledge on the subject and facilitates guidance.
Establishing communication involves a variety of skills on the instructors’ behalf. An instructor must exhibit an active presence in the distance learning community. Initiation of interactive posts, relevant responses to the students, and timely feedback will assure the students that the instructor is active, capable, and encouraging. Savery (2005) explains this interaction as a method of implied attention from the instructor; deliberately addressing the needs of the students. This communication prevents isolation, confusion, and impersonal relationships in the distance learning environment, while encouraging social responsibility, relationship development, and a sense of confidence in the students.
Development of these communication skills do not occur overnight for any instructor. Generally speaking, instructors undergo five steps of development: visitor, novice, apprentice, insider and master. Beginning these phases, instructors typically have ideas of becoming a distance education instructor, are already instructors in a traditional classroom setting, or perhaps have attempted to post a few basic discussions or assignments in an online forum for the classes. This phase does not imply adequate posting or sufficient interaction with the students. To develop this, an instructor must progress through the phases, becoming familiar with online syllabuses and the expected forums and interaction in an online community, develop his or her own curriculum and teach some online courses; progressing through the novice and apprentice phases.
Finally, for expertly developed communication skills and an understanding of student needs in an online environment, instructors must demonstrate a pattern of efficiency and comfort with classroom interactions. With practice, an instructor will fine tune his or her skills in this insider phase and finally, to establish trust and integrate the technology skills necessary for adequate communication, the instructor will migrate to the master phase. Training should occur throughout all five stages. Ideally a mentor should be involved with the developing instructor, along with peer and student evaluations, observation by outside staff, and training in various technology and communication methods.
In consideration of several skills defined by Chickering and Gamson (1987), communication holds a unique place in distance education, and is by far, one of the most important skills for an online instructor. To accomplish effective communication skills, distance education instructors must create a syllabus ahead of time to lay out the objectives, deadlines, and course content. Emphasis must be given to a sequential timeline to prevent student confusion, misleading information, and to ensure the lessons are building upon each other and relevant to advancement in the information. Additionally, organization incorporates relevant projects and group opportunities to interact. Instructors lacking consideration for this, are not presenting effective training material or providing the best possible learning environment.
Much like communication skills, organizational skills are not learned or perfected overnight. Instructors must learn through the phases of development; seeking mentors, opportunities to practice, and continuous feedback. Time-management skills are not always a strong skill among individuals and this may also require certain test-runs or drills to ensure competency. At the visitor and novice phases, organizational skills and implementation in the online classroom are still developing. Instructors are still learning how to manage their schedules and devote the necessary time to the students. Mentoring the students themselves and setting an example is very important to the success of both the instructor and the course. During the apprentice and novice phase, instructors can fine-tune his or her procedures, reach out to peers and students for course evaluations, and modify as necessary. This time is crucial for incorporating projects, papers, specific group assignments and discussions, and setting an overall timeline for successful course completion. As an instructor in the master phase, the degree of editing and improvement is minimal. At this point, instructors are comfortable flying solo; creating the course syllabus, implementing relative assignments and projects, stimulating appropriate conversation at the appropriate times, developing course timelines, and interpreting continuous feedback.
In the distance learning environment, no one begins as a master instructor. Even when this level is finally achieved, individuals are open to continuous education themselves and seek ways to improve and modify their methods. Communication and technology tools are ever changing and with that, instructors must stay informed and be adaptable. An open-minded instructor seeks continuous and effective communication, while maintaining a professional and enriching level of organization. Students at every level of distance education expect to be included, appreciated, and encouraged through the course, while provided substantial opportunity to expand their knowledge and practice critical thinking. Without communication and organization, any course in distance education is doomed to be unsuccessful.
References
Chickering, A. W., & Gamson, Z. F. (1987, Fall). Seven principles for good practice in undergraduate education. Washington Center News, 1-7. Retrieved from http://www.lonestar.edu/multimedia/SevenPrinciples.pdfSavery,
J. R. (2005, Fall). BE VOCAL: characteristics of successful online instructors . Journal of Interactive Online Learning , 4(2), 1-12. Retrieved from http://www.ncolr.org/jiol/issues/pdf/4.2.6.pdf
As a facilitator of distance learning, communication is a staple in effective teaching. Face-to-face contact is typically not an option in the distance learning environment; therefore, the need for effective written communication between both students and faculty provides the contact and dialogue that would otherwise be lacking. Students need to feel that their instructor values their contribution to the classroom and the relationships built between them. In the same respects, instructors need to have appropriate and interactive feedback with students to ensure their comprehension and ability to apply in real-world scenarios. Weimer (2002) explains the relevance of instructor involvement and communication in order to demonstrate to the students that the instructor has relevant knowledge on the subject and facilitates guidance.
Establishing communication involves a variety of skills on the instructors’ behalf. An instructor must exhibit an active presence in the distance learning community. Initiation of interactive posts, relevant responses to the students, and timely feedback will assure the students that the instructor is active, capable, and encouraging. Savery (2005) explains this interaction as a method of implied attention from the instructor; deliberately addressing the needs of the students. This communication prevents isolation, confusion, and impersonal relationships in the distance learning environment, while encouraging social responsibility, relationship development, and a sense of confidence in the students.
Development of these communication skills do not occur overnight for any instructor. Generally speaking, instructors undergo five steps of development: visitor, novice, apprentice, insider and master. Beginning these phases, instructors typically have ideas of becoming a distance education instructor, are already instructors in a traditional classroom setting, or perhaps have attempted to post a few basic discussions or assignments in an online forum for the classes. This phase does not imply adequate posting or sufficient interaction with the students. To develop this, an instructor must progress through the phases, becoming familiar with online syllabuses and the expected forums and interaction in an online community, develop his or her own curriculum and teach some online courses; progressing through the novice and apprentice phases.
Finally, for expertly developed communication skills and an understanding of student needs in an online environment, instructors must demonstrate a pattern of efficiency and comfort with classroom interactions. With practice, an instructor will fine tune his or her skills in this insider phase and finally, to establish trust and integrate the technology skills necessary for adequate communication, the instructor will migrate to the master phase. Training should occur throughout all five stages. Ideally a mentor should be involved with the developing instructor, along with peer and student evaluations, observation by outside staff, and training in various technology and communication methods.
In consideration of several skills defined by Chickering and Gamson (1987), communication holds a unique place in distance education, and is by far, one of the most important skills for an online instructor. To accomplish effective communication skills, distance education instructors must create a syllabus ahead of time to lay out the objectives, deadlines, and course content. Emphasis must be given to a sequential timeline to prevent student confusion, misleading information, and to ensure the lessons are building upon each other and relevant to advancement in the information. Additionally, organization incorporates relevant projects and group opportunities to interact. Instructors lacking consideration for this, are not presenting effective training material or providing the best possible learning environment.
Much like communication skills, organizational skills are not learned or perfected overnight. Instructors must learn through the phases of development; seeking mentors, opportunities to practice, and continuous feedback. Time-management skills are not always a strong skill among individuals and this may also require certain test-runs or drills to ensure competency. At the visitor and novice phases, organizational skills and implementation in the online classroom are still developing. Instructors are still learning how to manage their schedules and devote the necessary time to the students. Mentoring the students themselves and setting an example is very important to the success of both the instructor and the course. During the apprentice and novice phase, instructors can fine-tune his or her procedures, reach out to peers and students for course evaluations, and modify as necessary. This time is crucial for incorporating projects, papers, specific group assignments and discussions, and setting an overall timeline for successful course completion. As an instructor in the master phase, the degree of editing and improvement is minimal. At this point, instructors are comfortable flying solo; creating the course syllabus, implementing relative assignments and projects, stimulating appropriate conversation at the appropriate times, developing course timelines, and interpreting continuous feedback.
In the distance learning environment, no one begins as a master instructor. Even when this level is finally achieved, individuals are open to continuous education themselves and seek ways to improve and modify their methods. Communication and technology tools are ever changing and with that, instructors must stay informed and be adaptable. An open-minded instructor seeks continuous and effective communication, while maintaining a professional and enriching level of organization. Students at every level of distance education expect to be included, appreciated, and encouraged through the course, while provided substantial opportunity to expand their knowledge and practice critical thinking. Without communication and organization, any course in distance education is doomed to be unsuccessful.
References
Chickering, A. W., & Gamson, Z. F. (1987, Fall). Seven principles for good practice in undergraduate education. Washington Center News, 1-7. Retrieved from http://www.lonestar.edu/multimedia/SevenPrinciples.pdfSavery,
J. R. (2005, Fall). BE VOCAL: characteristics of successful online instructors . Journal of Interactive Online Learning , 4(2), 1-12. Retrieved from http://www.ncolr.org/jiol/issues/pdf/4.2.6.pdf
Top 10 Essential Web Tools
cur532_tosha_sweat_week_4.docx | |
File Size: | 491 kb |
File Type: | docx |
Synchronous vs Asynchronous Learning
Facilitator Training Program