Two important skills that an effective distance facilitator must have to encourage successful online/internet learning.

1. Nicole McLamb
CUR/532- Facilitating Online Learning
January 12, 2015
Melinda Medina
Effective Facilitators

2. Introduction
Teaching online classes are not only easy, but any teacher who teaches face to face in traditional school settings will
have no problem teaching online classes are an illusion (Palloff & Pratt, 2011, p. 3).
There is not enough or no attention paid at all to the skills that are critical in being an excellent, effective
online/distance learning instructor. Two very critical skills that are often times neglected are productive
communication and establishing presence in the online learning environment.

3. Productive Communication
Productive communication was selected as one of the skills for an effective online/distance learning
facilitator/instructor because without it…
• No foundation is established
• No way to engage learners in activities, discussions, and goals for profound learning would not come
about
• Feedback could stifle learning and confidence
• Could cause online learners to fill isolated and that the instructor does not care about learner’s needs

4. Development Phases the Online Facilitator go through to be a
Productive Communication
Master- In this phase the master instructor have mastered all that is needed to instruct an online
class with confidence. The instructor in this phase understands the importance of “a collaborative
learning community”(Burns, 2014), and encourages communication through online discussions
discussions/conversations.
Apprentice- The instructor in this phase has graduated from the novice
phase. She no longer has the fears of those in the novice phase, for
example, where and how to start facilitating online learning and using the
technological methods to communicate with learners. In this phase there
is a desire to improve the instructors communication skills, for example,
instead of just using email, now she uses the discussion boards, chat
rooms, private messaging, etc. (Palloff & Pratt, 2011, p. 25).
Novice- The instructor in this phase have never taught online as well
as may or may not have taken an online class before as a learner
and therefore have fears of online teaching. She may use some or
none of the discussion boards or other tools to communicate with
her learners (Palloff & Pratt, 2011, p. 20, 24), leaving them to feel
left alone to teach and learn all the material themselves.
Insider- The instructor in this phase is more confident in communicating,
presenting, and facilitating her online class. She is comfortable with using
technology to communicate providing substantive feedback/comments in her
online class(es).

5. Establishing Presence
Establishing presence was selected as the second skill for an effective online/distance learning
facilitator/instructor because..
• It demonstrates that the instructor is not only paying attention to the learners’ input, but to
their learning needs
• It prevents the learners from acquiring the feeling being left alone/in the learning experience
by themselves, and having no contact and or connection (Palloff & Pratt, 2011, p. 8)
• It allows for a safe and welcomed environment where learners could be comfortable in freely
sharing opinions and knowledge, and ask questions without “retribution” (Palloff & Pratt,
2011, p. 29).

6. Development Phases the Online Facilitator go through to
Establish Presence
Master- In this phase the master instructor have mastered all that is needed to instruct an
online class with confidence. Instructors in this phase understands the importance of “a
collaborative learning community” (Burns, 2014), and encourages communication through
online discussions/conversations as well as participate in them by asking critical thinking
questions and giving her comments/responses to discussion boards. In addition, the online
instructor shares her personal and professional information, provides announcements,
and is comfortable using audio and video clips, which establishes her presence online in
the classroom(s) (Palloff & Pratt, 2011, p. 7, 8).
Apprentice- The instructor in this phase has graduated from the novice phase.
She no longer has the fears of those in the novice phase, for example where and
how to establish presence in the online classroom and using the many methods
to communicate with learners. In this phase, there is a desire to improve the
instructor’s communication skills, for example, instead of just using email, now
she uses the discussion boards, chat rooms, private messaging, etc., which
establishes her presence online in class (Palloff & Pratt, 2011, p. 25).
Novice- The instructor have never taught online as well as
may or may not have taken an online class before as a
learner and therefore have fears of online teaching. She is
not confident and fearful in using the discussion boards
nor other communication tools; therefore, her presence is
not established online (Palloff & Pratt, 2011, p. 7, 20, 24).
Insider- The instructor in this phase is more confident in communicating,
presenting, and facilitating her online class(es). She is comfortable with using
technology to communicate providing substantive feedback/comments in her
online class. Therefore, her online learners notice her activeness/presence in the
online class and know that she is pay attention to them and their learning
requirements (Palloff & Pratt, 2011, p. 25).

7. Mastered Online Facilitator that is a productive
communicator and who establishes her
presence in her online class(es).
Offering a variety of training
options for example, independent
computer-based training, traditional
seminars, online training
experiences (web conferencing- “an
online meeting and ideal for small
targeted audiences” (Streaming
Media Magazine, 2008), web
casting- “a live or on-demand
presentation streamed over the web
in audio or audio and video Ideal for
targeting large audiences and is
broad casting over the internet”
(Streaming Media Magazine, 2008),
informal/”laid back” discussion
opportunities over lunch/snacks,
which enhance presence and
communication (Palloff & Pratt,
2011, p. 42).
Mentoring
Online instructors “formally or
informally more experienced”
(Palloff & Pratt, 2011, p. 29),
help train the new instructor to
design and or teach her first
online class(es). The mentor is
there to answer any questions
and help out with any problems,
which will help enhance the
performance of new online
instructors (Palloff & Pratt, 2011,
p. 29).
Attending an online class or
program provides excellent
online training and experience.
Instructors who have taken an
online class or been in a online
program knows and understand
what goes on in one, as well as
how to conduct themselves in
one.
Forms of Training Facilitator Received in Support of
Productive Communication and Establishing Presence

8. The “V.O.C.A.L acronym describes the effective online instructors” (Palloff & Pratt, 2011, p. 7).
Effective online instructors, are Visible, Organized, Compassionate, Analytical, and Leader, and they lead their
online/distant learners by example” (Palloff & Pratt, 2011, p. 7).
Closing

9. References
Streaming Media Magazine,. (2008). Webcasting Versus Web Conferencing: How to Choose - Streaming
Media Magazine. Retrieved 10 January 2015, from
http://www.streamingmedia.com/Articles/ReadArticle.aspx?ArticleID=65131&PageNum=1
Burns, M. (2014). Top 5 Online Learning Skills That Online Instructors Should Have - eLearning Industry.
eLearning Industry. Retrieved 8 January 2015, from http://elearningindustry.com/top-5-online-
learning-skills-online-instructors
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor. Retrieved from The University of
Phoenix eBook Collection database.