Effective online instructors require strong skills in content knowledge, instruction, and assessment. They must also facilitate online discussions and maintain group harmony. Positive and productive communication is essential for online instructors to promote collaboration, set a foundation for the course, and encourage student participation. Instructors' communication skills progress from novice to professional as they gain experience. Encouraging active learning also helps students become more reflective, engaged learners. Effective online facilitators play a vital role in developing learning outcomes and encouraging learner involvement through discussion and collaboration.

1. Effective Facilitators
Stevie L. Lawrence
CUR/532- Facilitating Online Learning
Melinda Medina
January 11, 2016

2. Introduction
Just like face-to-face instructors, online instructors need strong
formation in content, instruction and assessment. But since they are
teaching through technology, they also need skills in other areas. “The
responsibility of keeping discussions track, contributing special
knowledge and insights, weaving together various discussion threads
and course components, and maintaining group harmony" (Rohfeld &
Hiemstra, 1995, p. 91).

3. Positive & Productive Communication
• Positive & Productive communication was selected as a skill for a
effective online facilitator because without positive & productive
communication:
• becomes difficult to promote collaboration through online discussion groups
• foundation for the course is not set
• students become muffled, they tend to not want to speak up or communicate

4. Development Phase of Communication
Novice- First time instructor with no prior knowledge or experience of teaching
or facilitating an online course. No prior knowledge of facilitating an online
discussion between themselves or students.
Intermediate- Instructor gaining experience in teaching an online course;
experience is enhancing and becoming more confident in approaching a topic in
the course leading to a discussion.
Professional- The instructor has taught for an extended period of time and is an
effective communicator; starts discussions with ease, engages students in
discussions
“Faculty involved in [online learning] find themselves acting as a combination of content experts,
learning process design experts, process implementation managers, motivators, mentors, and
interpreters. In short, technology can leverage faculty time, but it cannot replace human contact
without significant quality losses.” Massy, William. “Distance Education: Guidelines for Good 2002,
p. 16

5. Encourage Active Learning
• Encouraging active learning was selected as a skill for a effective
online facilitator because with active learning:
• Helps students become more reflective learners
• Reinforce the activities and assignments you value
• Students engage with the material, participate in the class, and collaborate
with each other

6. Developing Active Learning
• Online active learning is learning which engages and challenges
students using technology to produce in an online classroom setting.
Students take full advantage of the opportunities for learning
presented by:
spontaneous discussions
planned, purposeful discussions
investigating and exploring
focused learning and teaching.

7. What is an Effective Online Facilitator?
• The facilitator plays a vital role in developing and maintaining an
online program that is effective, smooth, and that will support the
realization of the planned learning outcomes. While online instructors
may hold the knowledge and experience that will greatly benefit the
learners, it's also essential that online instructors encourage their
learners to become more involved through discussion and
collaboration. The facilitator in the online environment must possess
a unique set of tools to perform effectively.
“The intent is to create a sense of connection with
learners who are otherwise separated by time and
space. In so doing, the level of interaction in the online
course increases—when social presence is low,
interaction also is low and vice versa” (Stein &
Wanstreet, 2003).

8. References
• Rohfeld, R. W. & R. Hiemstra. (1995). Moderating discussions in the
electronic classroom. In Z. Berge and M. Collins Computer Mediated
Communication and the Online Classroom Volume 3: Distance
Learning. (pp: 91-104) Cresskill NJ: Hampton Press.
• Massy, William (2002, May). Distance Education: Guidelines for Good
Practice. AFT,
• pp. 9, 16