Online facilitator training program for medical office procedures
1. Online Facilitator Training
Program For Medical Office
Procedures Distance
Learning Course
Amy Swedell
CUR/532
November 17, 2014
Professor Beerman
2. Training Program Audience
Traditional Classroom College Instructors
Medical Professional Experience
Beginner Level Experience in Distance Learning
3. Training Program Goals
Understanding of all areas of Blackboard
Utilization of Web Tools in Distance Learning
Ability to Guide Students in Distance Learning
Environment
Skills to Design Course Site
Development of Online Communities
4. Training Program Objectives
Designing Well Organized Course Site
Skill Set in Web Tool Usage
Development of Online Communities in Distance
Learning
Skill Set in Student Centered Learning and Evaluation
Methods
5. Summative Assessment
Observation of Distance Learning Course Site
Interviews with Distance Learners in Course
Interviews with Distance Learning Instructor
End of Training Surveys
2nd Day Course Questionnaires
6. Training Materials
Instructor Skill Set Development Handout
Desktop or Laptop Accessibility
Adobe Webinar Program Downloaded From Training Site
Telephone Accessibility
8. Theories of Distance Learners
Holmberg’s Theory on Personal Communication between
instructors and students
Peter’s Theory on Industrial Characteristics of Distance
Education
Moore’s Theory on Transactional Distance Learning
9. Theories for Engaging Distance
Learners
Successful collaboration of learning teams
Project Based
Outside Focus
10. Mentoring For Faculty
Provide Guidance
Provide Constructive Feedback
Model Behavior
Provide Information on Web Tools for Distance Learning
Demonstrate Collaboration in Distance Learning
Classroom
11. Management and Evaluation
Programs for Facilitators
Faculty Learning Community Approach Affect on
Management
Challenges and Strategies Managing Adjunct Faculty in
Distance Learning
Evaluation Strategies for Facilitators
Evaluation and Management Strategies in Identification
of Effective Faculty Skills and Behaviors
12. Blackboard LMS System
Course Documents
Syllabus
Assignments
Discussion Board
Games
Gradebook
13. Technology and Media Tools
YouTube
Virtual Medical Office Application
SlideShare
Power Point Games
16. Synchronous Vs. Asynchronous
Asynchronous
Flexible hours for learning
Self learning
Synchronous
Real time responses from instructor
Pace is matched to the learner
17. Technology Management Issues
and Resolutions
Connectivity
Computer Programs Outdated
Posting of Assignments or Discussion Responses
19. Challenging Behaviors
Cyber-bullying
Inappropriate Posts
Lack of Participation or Engagement
20. References
Smith, Theodore C. (July, 2005). Fifty-One Competencies for Online
Instruction. Retrieved November 13, 2014 from,
http://www.thejeo.com/Ted%20Smith%20Final.pdf
Keller, Tracy. (November 22, 2011). 5 Phases of Online Course
Development. Retrieved November 9, 2014 from,
http://www.learninghouse.com/blog/publishing/5-phases-of-online-course-
development
Saba, MD., Farhard. (March 9, 2014). Introduction to Distance
Education : Theorist and Theories: Borje Holmberg. Retrieved
November 10, 2014 from, http://distance-educator.com/introduction-to-distance-
education-theorists-and-theories-borje-holmberg/
Saba, MD., Farhard. (March 9, 2014). Introduction to Distance
Education: Theorist and Theories: Otto Peters. Retrieved November 10,
2014 from, http://distance-educator.com/introduction-to-distance-education-
theorists-and-theories-otto-peters/
Marthaler, Jennifer. (2011). Theory of Transactional Distance Michael G.
Moore. Retrieved November 10, 2014 from,
https://sites.google.com/a/nau.edu/learning-theories-etc547-spring-
2011/theory/theory-of-transactional-distance
Editor's Notes
Instructors have familiarity with Blackboard in the beginner level. The experience level in posting homework assignments, uploading course syllabus, and uploading of grades for students. The experience level for subject information is experience working professionally in the medical office setting as nurses, billers/coders, medical assistants and as office managers.
Instructors will have an understanding of the different areas of Blackboard and how to utilize them in the distance learning environment classroom. The instructor will develop skills in understanding of the web tools in presenting information in the distance learning setting and have the ability to guide distance learners in usage of the web tools in their assignments. The instructor will develop skills to design a well-organized course site for easy navigation by the distance learners (Smith, 2005). The instructor will develop skills to promote participation, reflection, prompt feedback, ability to identify students strengths and areas of needed improvement (Smith, 2005).
Instructor will be able to design a well organized site for the Medical Office Procedures Course that is easily navigated by the distance learners. Instructors will have an understanding of Blackboard and web tools such as the following: Power Point, Prezi, Slideshare, YouTube and Podcasts for usage by distance learners in the course. The instructor will develop online communities in the distance learning setting for distance learners to become familiar with one another and the instructor. The instructor will design student centered distance learning environment and evaluation methods to review success or areas of improvement needed in the distance learning course.
Observations will be conducted randomly of the distance learning course sites of instructors that were trained in this program. The trainer will conduct interviews with distance learners in the classroom course sites observed. The trainer will also conduct interviews with the instructors in the course for feedback of their distance learning experience. End of training surveys will be handed out to the instructors and upon 2nd day of the course questionnaires will be handed out to the instructors for an assessment halfway through the course.
Instructor skill set handout will be provided which focuses on the following skills: time management, ability to engage learners, clear organization of online classroom that is easily accessible to students. Instructors must have access to a desktop or laptop for distance learning training and telephone access to call in to the Adobe Webinar Program. The trainer materials will also include a web link for the instructors to download the Adobe Webinar Program for distance learning training.
The analysis phase will focus on considering students needs out of the subject instructed and thoroughness of lessons through new technology (Keller, 2011). The design phase will focus on organizing the course and identifying the following: what are you looking to share with students, pedagogy methods to deliver the subject (Keller, 2011). The development phase will focus on creating resources to teach the information and development of measurement tools to evaluate effectiveness of course (Keller, 2011). The implementation phase will focus on putting course into practice online (Keller, 2011). Ask for student feedback and take notes of areas where development and improvement needed (Keller, 2011).
Holmberg’s theory focuses on the following: two way communication and well developed self instructional material, messages given and received in conversational forms are comparatively easily understood, and planning an guiding the work, whether provided by the teaching organization or the student are necessary for organized study, which is characterized by explicit or implicit goal conceptions (Saba, 2014). Peter’s theory on industrial characteristics of distance education focus on the following: rationalization, the division of labor, mechanization, assembly line, mass production, preparatory work, planning, organization, scientific control methods, formalization, standardization, change function, objectification, concentration and centralization (Saba, 2014). Moore’s theory focuses on the learning is conducted by the student and is learned through different cultural backgrounds, professional experiences and different learning styles through other online learners in the classroom and the instructor themselves (Marthaler, 2011).
Collaboration of learning teams develops distance learners social skills, communication skills, management skills and planning development skills which will be expected in the professional environment they enter upon graduation. Projects and outside helps increase creativity in the distance learners in their collaboration of a project and provide a sense of contribution to the course and team project. Examples of this are the following: Development of Medical Office Layout, Creation of Medical Office Policy Manual, Training Program for New Employee Orientation, and Creation of Virtual Medical Office Simulation.
Mentors for the new faculty training have been in the distance learning environment for 3-5 years and have experience working with web tools utilized in the distance learning setting. The mentors have successfully taught up to five classes and their criteria for success is based off of interviews with the distance learning students, observations by the faculty director of the college and surveys completed by students upon completion of the course. Mentors will provide guidance to mentees, constructive feedback will be provided as appropriate when involving mentees with collaboration of distance learning course development, modeling behavior and skills expected of distance learners, providing information and training as appropriate with usage of web tools and collaborating on web course developing and distance learning site.
The faculty learning community approach may affect management in bringing different feedback back to the faculty member which may apply to the university or may be different from the universities expectations of the instructor. Challenges that in managing adjunct faculties is not having the traditional face to face meeting through interviews, orientation is conducted through online, adjunct faculty usually have a full time job outside of teaching which may make it difficult to establish a set meeting time and lead to most communication occurring through email or by phone, adjunct faculty are not subject to annual reviews such as full time faculty or part time faculty are. Strategies that can be used to manage adjunct faculty is setting up a time to discuss the course and provide an introduction to the faculty director and dean of the college such as a phone interview. During this phone interview the skill sets of the instructor and their experience in teaching in an online environment can be discussed along with the expectations of the distance learning instructor for the college. Observation of the online learning platform while the course is occurring can provide constructive feedback to the instructor and areas they may need to further develop or improve on their distance learning course. Having the students complete online surveys of the course upon completion for feedback on areas that were well developed and areas that may need improvement in both the instructors presentation of the information and the overall organization of the course online. Conducting interviews on surveys received that mark areas of additional comments or struggles the students may have had in the classroom can help in providing constructive feedback for the adjunct instructor. Evaluation and management strategies will align to identify effective faculty skills and behaviors by identifying through surveys, observations and student feedback areas that may need further development, skills sets that may need improvement and development of the online course set up to make it easily navigateable for the distance learners.
The Blackboard LMS system allows for interactivity between the instructors and students. The course documents tab allows the instructor to post their power point presentations, slideshare presentations of the subject information in chapter format to reference each assigned week and allows distance learners to access it at any time and the ability to view and print as needed. The syllabus tab allows for the course syllabus to be uploaded by the instructor for students to download and acknowledge reading of the syllabus and the courses requirements and expectations of the instructor for the course participation and assignment completion. The assignments tab allows the instructor to post weekly what assignments are due, instructions for the assignment and a link for the assignment to be uploaded for the instructor to review. Instructors can then upload back in the assignments tab graded assignment for the distance learner to review and provide constructive feedback to utilize on future assignments. The discussion board tab is where all the discussion questions weekly can be posted and any additional subject questions related to the course to encourage thought provoking responses and discussions. The discussion boards tab can have a inner tabular section labeled for Learning Teams and the learning teams can conduct their discussions and assignment compositions in this tabular. The games tab is where review games can be posted or any learning games for students to use for review and understanding of the subject information presented. The gradebook tab is where the instructor will upload the grades for each assignment for students to review upon completion. If the student should need to contact the instructor directly, please reference email and ensure there is a response back to the student within 24 hours.
YouTube will enhance student learning by providing educational videos on medical office procedures and the different skills sets for the administrative aspect of medical assisting. The Virtual Medical Office Application will engage the distance learners by having them interactively complete assignments in the Virtual Medical Office with an assigned patient from the workbook text that goes with this application. SlideShare presentation method allows for the subject information to be presented by chapters in a format that engages the learners and allows for video clips to be incorporated to break up the monotony of lecture layout. Power Point Games will engage the learners through games such as the following: Jeopardy, Are You Smarter Then A Fifth Grader, Trivia, and Who Wants To Be A Millionaire. These games allow the distance learner to interact with the game in helping review the subject information in a format that encourages that allows for the distance learner to be a part of the learning session.
Students can collaborate through Adobe Teleconference Webinar program to discuss learning team assignments and work together on composing the final project at one set time. The Blackboard discussion tab allows for students to interact with the instructor and other distance learners on subject information being presented. Learning Teams assigned can discuss and interact with team members under the tabular labeled learning team discussion board where they can communicate on assignments and due dates for parts of their assignment. Blogs can be created by students and created in relation to subject matter or the professional field in general. These are forms of web tools that allow for students to interact with one another regarding the subject matter or the field in general and areas of struggle they may be experiencing, the feedback and responses work to help in providing techniques and tools to help those struggling and present up to date information on the field of expertise.
The distance learners in the classroom will range from various cultures and each have distinct needs in the classroom and learning styles in retention of information. Assessments can help in identifying areas to help best meet your students needs and present material in a format that the information is understood. The distance learners each come from different career backgrounds and bring to the classroom their forms of experience in the professional field which will be seen in their responses and their bios when posted in the discussion board. The students will enter the distance learning environment with different levels of experience on the schooling level, some students are from the traditional classroom setting and this may be their first time entering the distance learning platform. Other students distance learning may be something they have already done in previous classes and are familiar with the online learning environment. This is why instructors need to have the skills in web tools designed for the distance learning setting to be able to assist those that are new to the online environment and to assist those that are familiar but may still need some guidance.
Synchronous learning is done in real time learning where there is a set time and place for the learning. The learning is set at a pace that matches the learners and students receive their answers in real time from the instructors on the subject information they are learning. Asynchronous learning is done at whatever time of the day works best for the adult learner. The schedule is flexible allowing the learner to work and complete school at the same time. Asynchronous allows the learner to self educate themselves and complete set assignments within 7 days of the due date and participating through responses to discussion questions throughout the week.
Technology management issues that distance learners may experience are connectivity to the college website, computer programs that may be outdated on their computer that is not working with programs on the college website and distant learners having trouble uploading assignments and posting of discussion responses. The connectivity can be resolved through the distance learners internet service provider to help in resolving these types of issues to allow for the adult learner to access the classroom without delay or losing information. The college’s computer support team can help with computer programs outdated or not working with the college websites programs. They can guide the student in downloading free upgrades to allow for the student to access the website and identify programs they may be preventing students from loading the college website correctly which are sometimes related to anti virus software.
Distance learners will provide feedback through private messages or email messages regarding the course and the content of the course. Distance learners may reach out to instructors for additional information on assignments or areas of struggle seeking out guidance. Comments and audio may be another format that they reach out to the instructor, not all feedback may be positive and its how us as instructors receive this information and use this feedback to further develop our course and the presentation of the information.
As instructors in the distance learning classroom we will be faced with cyber-bullying, inappropriate posts and lack of participation or engagement in the classroom with our distance learners. In identifying cyber-bullying we can reach out to the distance learner that may be experiencing this and to the distance learner that is doing this and identify the issue that has led to the cyber-bullying and work on mediating between the two distance learners to develop a resolution for a positive distance learning classroom experience for both learners. The college also will have their policies on cyber-bullying and protocols on handling these situations and necessary steps to follow in resolving the issue. Distance learners may make inappropriate comments in their posts not related to the topic or a sarcastic response to the topic that is not appropriate for the classroom. The instructor should reach out to the student and discuss the post that was done and bring the awareness to that adult learner how that post was interpreted and in moving forward in the future the appropriate responses for discussion questions. The instructor will have the ability to delete any posts that are not appropriate for the online learning setting. Distance learners may not participate for their full requirements or engage with the discussion questions posted. Reaching out to the distance learners to inquire what you have noticed with them not meeting the participation requirements to identify if their may be an issue that is preventing them from meeting the full participation requirements. Inform students the importance on day one of responding to discussion questions and how they are part of your grade in the distance learning. The instructor can also revisit discussion questions posted, ensure they are thought provoking questions and will invoke a response from the distance learners.
