Difference between revisions of "Online Facilitator"
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− | In the event that an online facilitator also acts as a tutor, it is imperative that he/she is knowledgeable about the subject matter. They also need to acknowledge the specificities of working with participants that are connected virtually and may be very diverse in terms of location, language skills and cultural backgrounds. Thus, online facilitators need to be flexible in their approach to engaging learners in a virtual environment, be perceptive to gauge their progress and be receptive to their particular needs. In this sense, the online facilitator’s role is a fundamental one which can affect how positive the learning experience for participants is.<ref> [http://pre2005.flexiblelearning.net.au/guides/facilitation.html Effective Online Facilitation], [http://archive.idrc.ca/books/848/work.html Online Facilitation] (7 December 2010) | + | In the event that an online facilitator also acts as a tutor, it is imperative that he/she is knowledgeable about the subject matter. They also need to acknowledge the specificities of working with participants that are connected virtually and may be very diverse in terms of location, language skills and cultural backgrounds. Thus, online facilitators need to be flexible in their approach to engaging learners in a virtual environment, be perceptive to gauge their progress and be receptive to their particular needs. In this sense, the online facilitator’s role is a fundamental one which can affect how positive the learning experience for participants is.<ref> [http://pre2005.flexiblelearning.net.au/guides/facilitation.html Effective Online Facilitation], [http://archive.idrc.ca/books/848/work.html Online Facilitation] (7 December 2010); [http://www.samoapsif.gov.ws/Portals/42/files/DFID%20toolsfordevelopment.pdf Tools for Development], [http://www.le.ac.uk/users/rjm1/etutor/etutor/etutor.html eTutoring] (2 December 2010); [http://www.education.utas.edu.au/__data/assets/pdf_file/0018/32247/Online-facilitation-and-the-role-of-the-Tutor.pdf Online facilitation and the role of the Tutor], [http://www.astd.org/LC/2002/1002_hootstein.htm Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators], [http://www.atimod.com/e-tivities/5stage.shtml Running E-tivity plenaries] (29 November 2010); [http://www-users.york.ac.uk/~ijc4/etutoring/week%201/eTutoring%20in%20HE.doc E-tutoring in higher education] (6 December 2010); [http://www.cet.uct.ac.za/files/file/FacilitationOnlineWeb.pdf Facilitating Online], [http://www.astd.org/LC/2009/0809_miner.htm The Non-Drowsy Virtual Classroom] (29 November 2011); [http://elena.aut.ac.nz/homepages/phd-students/stetho09/docs/ArtFacilitationOnline.pdf Facilitation Online], [https://sites.google.com/a/idahopd.org/blended-learning/online-facilitator-skills Online Facilitator Skills] (26 January 2011); [http://www.irrodl.org/index.php/irrodl/article/viewArticle/164/245 Best Practices in Online Conference Moderation] (1 January 2011); [http://edtechleaders.org/documents/teachingonline.doc What’s Different about Teaching Online? How are Virtual Teachers Changing Teaching?], [http://www.hpclearinghouse.ca/pdf/Resource%20Lists%20Most%20Current/FacilitationTechniques.pdf Facilitation Techniques] (1 February 2011); Naidu, S., E-Learning A Guidebook of Principles, Procedures and Practices, Commonwealth Educational Media Center for Asia (CEMCA), 2006; Lehmann, K. and Chamberlin, L., Making the Move to eLearning, Putting your Course Online, Rowman & Littlefield Education, 2009; Murphy, P. and Pratt, K., Building Online Learning Communities, Jossey-Bass, 2007; Christopher, D., Facilitating in the Global Virtual Classroom, Infoline, November 2011, Vol. 28 (1111) </ref> |
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+ | '''See also:''' [[Online Facilitation]], [[Facilitator]]. | ||
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=='''Key attributes of an Online Facilitator'''== | =='''Key attributes of an Online Facilitator'''== | ||
− | *Competency in the subject matter, as a minimum, at the same level of the themes that are covered in the online course | + | *Competency in the subject matter, as a minimum, at the same level of the themes that are covered in the online course especially if he/she also acts as a tutor; |
* Certain degree of familiarity with information technology and managing online communications in general; | * Certain degree of familiarity with information technology and managing online communications in general; | ||
− | * Openness to receiving additional training | + | * Openness to receiving additional training in relation to the particular Learning Management System being used for the online course that is to be facilitated; |
* Being motivating, respectful and sympathetic towards participants; | * Being motivating, respectful and sympathetic towards participants; | ||
* Willingness to adapt facilitation style depending on the course structure and/or participants’ needs; | * Willingness to adapt facilitation style depending on the course structure and/or participants’ needs; | ||
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* Provide clarifications on course content, and refer participants to additional resources in the subject area when needed; | * Provide clarifications on course content, and refer participants to additional resources in the subject area when needed; | ||
* Mediate as necessary to initiate discussions, or resolve disagreements, and to keep participants on track in relation to course objectives; | * Mediate as necessary to initiate discussions, or resolve disagreements, and to keep participants on track in relation to course objectives; | ||
− | * Provide timely feedback on assessments | + | * Provide timely feedback on assessments whether these activities are graded or not; |
* Remind participants of deadlines at required intervals; | * Remind participants of deadlines at required intervals; | ||
* Support participants, especially those less familiar with technology, in their use of online communication methods when they face difficulties; | * Support participants, especially those less familiar with technology, in their use of online communication methods when they face difficulties; | ||
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=='''How can Course Administrators support the Online Facilitator?'''== | =='''How can Course Administrators support the Online Facilitator?'''== | ||
− | * Provide clear materials to familiarise the facilitator with the course content, methodological approach and | + | * Provide clear materials to familiarise the facilitator with the course content, the methodological approach and course deadlines; |
− | * Invest time to | + | * Invest time to train facilitators technically for using the Learning Management System prior to the start of the course; |
* Share the burden of providing technical support to participants with the online facilitator; | * Share the burden of providing technical support to participants with the online facilitator; | ||
* Remind participants, if and when needed, that the facilitator can be expected to have a regular online presence but will not be constantly monitoring online activities and that they should also take account of time zone differences; | * Remind participants, if and when needed, that the facilitator can be expected to have a regular online presence but will not be constantly monitoring online activities and that they should also take account of time zone differences; | ||
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=='''Job Aid'''== | =='''Job Aid'''== | ||
− | [[Image:pdf.png]] [[Media:Online_Facilitator.pdf|Online Facilitator.pdf]] | + | [[Image:pdf.png]] [[Media:Online_Facilitator.pdf|Online Facilitator.pdf]]}} |
− | }} | + | |
− | {{Addlink|Below are | + | {{Addlink|Below are additional resources on facilitator competencies: |
:}} | :}} | ||
{|border=1 | {|border=1 | ||
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|[http://www.atimod.com/e-tivities/5stage.shtml E-Moderator Competencies] | |[http://www.atimod.com/e-tivities/5stage.shtml E-Moderator Competencies] | ||
|This model provides a useful illustration of the role of e-moderating in different stages of online activities for supporting knowledge construction. | |This model provides a useful illustration of the role of e-moderating in different stages of online activities for supporting knowledge construction. | ||
+ | |- | ||
+ | |[http://www.learningsolutionsmag.com/articles/807/all-i-want-for-christmas-are-some-great-teachers?utm_campaign=lsmag&utm_medium=some&utm_source=facebook Great Teachers] | ||
+ | |Using a humorous/informal writing style, the author of the article provides a succinct outline of some key instructor/teacher qualities. | ||
+ | |- | ||
|} | |} | ||
== References == | == References == | ||
<references/> | <references/> |
Latest revision as of 17:17, 17 January 2014
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The term online facilitator is used interchangeably with terms such as e-tutor, online tutor, online instructor and e-learning facilitator. An online facilitator is seen as a person who regulates discussions to provide consistent opportunities for communication and collaboration. This can take the form of asking questions or suggesting alternative approaches- whilst also accepting the views presented- to stimulate discussion. Online facilitators need to judge when to intervene and when to alter their approach in relation to a group’s functioning in an effort to promote independent thought, discussion and knowledge construction.
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Key attributes of an Online Facilitator
Recommendations for an Online Facilitator to perform effectively
Primary tasks of an Online FacilitatorPre-course:
How can Course Administrators support the Online Facilitator?
Job Aid![]() |
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Below are additional resources on facilitator competencies:
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Link | Content |
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IBSTPI Instructor Competencies | This resource lists key competencies that have been internationally endorsed for instructors, including those teaching via the online medium. |
E-Moderator Competencies | This model provides a useful illustration of the role of e-moderating in different stages of online activities for supporting knowledge construction. |
Great Teachers | Using a humorous/informal writing style, the author of the article provides a succinct outline of some key instructor/teacher qualities. |
References
- ↑ Effective Online Facilitation, Online Facilitation (7 December 2010); Tools for Development, eTutoring (2 December 2010); Online facilitation and the role of the Tutor, Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators, Running E-tivity plenaries (29 November 2010); E-tutoring in higher education (6 December 2010); Facilitating Online, The Non-Drowsy Virtual Classroom (29 November 2011); Facilitation Online, Online Facilitator Skills (26 January 2011); Best Practices in Online Conference Moderation (1 January 2011); What’s Different about Teaching Online? How are Virtual Teachers Changing Teaching?, Facilitation Techniques (1 February 2011); Naidu, S., E-Learning A Guidebook of Principles, Procedures and Practices, Commonwealth Educational Media Center for Asia (CEMCA), 2006; Lehmann, K. and Chamberlin, L., Making the Move to eLearning, Putting your Course Online, Rowman & Littlefield Education, 2009; Murphy, P. and Pratt, K., Building Online Learning Communities, Jossey-Bass, 2007; Christopher, D., Facilitating in the Global Virtual Classroom, Infoline, November 2011, Vol. 28 (1111)