Two important skills for an effective distance learning facilitator. Development phases the facilitator needed to achieve skill. The forms of training the facilitator has received in support of the skill

1. Effective Facilitators
CUR/532
January16, 2017
James Stephens Sr.
Instructor: Melinda Medina

2. Effective Distance Learning Facilitator
The effective distance learning facilitator understands the differences between face-to-face
and online teaching and possess key elements or skills that will define the excellence of
their teaching.
 Commitment
 Presence
 Highly Motivated
 Builds a Community
 Collaborative
 Communication
 Discussion
 Constructive Feedback
(Palloff & Pratt, 2011)
(Pelletier, EdD, 2013)

3. Most Important Skills
Of the eight skills previously shown, the ones of Presence and Communication are the
most import to possess by an effective distance learning facilitator. These skills often
incorporate some of the other skills as subsets to be most efficient and effective.
 Presence – Requires Commitment and High Motivation and takes up more of the
facilitators time than a traditional “ground learning course does. It must occur and
be seen by the students at the very beginning of the course and will help establish
Community within the classroom.
 Communication - Both a key and critical skill that helps establish Discussion,
Community, and interaction between student and facilitator as well among
students themselves. An essential ingredient of good Constructive Feedback

4. Presence
 Takes much more of the online facilitators time than traditional on ground learning.
 Requires continuous interaction between facilitator and students throughout the
week.
 Presence is not required on a specific day or time but on a continuous basis to
keep the online learners challenged and engaged.
 Find creative ways to enthuse the student to participate in the learning
environment daily.
 Lead by example and model the type of behavior that is desired by all students to
keep them in the online learning environment
 Does not happen automatically. It is a learned and practiced skill
(Pelletier, EdD, 2013)

5. Communication
 In the online environment, communication is the key. The effect of the communication
is not always what is written in black and white.
 Requires attention to detail and a reiteration of what the student has stated or asked.
 Use many different avenues of communication such as email, text, telephone and social
media.
 Avenues of communication have no effect if you do not respond.
 Post your information and office hours in a highly visible place within the Learning
Management System (LMS).
 You must consider your words very carefully and think about how the student will
perceive the words.
 Avoid using slang or any comments that might be misconstrued.
 Use positive words and tone to develop a trusting student/teacher relationship.
(Pelletier, EdD, 2013)

6. Development Phases
There are five distinct development phases the effective distance learning facilitator
will go through to achieve mastery of both the Presence and Communication skills.
 Visitor – A phase of non commitment and curiosity about the possibilities of
teaching online.
 Novice – Have not taught online but have some experience in using online
technologies to aid their face-to-face teaching.
 Apprentice – Have actually taught an online course for one or two semesters, have
an understanding for and are developing their skills.
 Insider – Have taught more than one course and more than two semesters online.
Understand the needed skills and have developed proficiency in course
management technology.
 Master – Have taught online for multiple terms as well as designed online course.
They have master the required online technology and feel comfortable with their
skills
(Palloff & Pratt, 2011)

7. Training to Support Skills
There are four areas of concentration that training must occur for any
distance learning educator regardless of which developmental phase they are
currently in.
 Personal
 Pedagogy
 Content
 Technology
The phase of development will determine in which order the training
emphasis should occur.
(Palloff & Pratt, 2011)

8. Phases of Online Faculty Development
(Pecansky-Brouck, 2015)

9. Key Training Points
Some key points to keep in mind when training faculty are:
 Use a flexible schedule and a variety of topics that will engage all faculty regardless
of their teaching experience level
 Training should be based on current and relevant adult learning theories
 Be mindful of both experienced or master faculty in your audience
 Use established best practices in all training offered
 Offer training in cycles that incorporate a learning phase, a practice phase and a
reflection phase

10. References
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: strategies for
professional development. Retrieved from The University of Phoenix eBook
Collection database.
Pecansky-Brouck (2015). Phases of Online Faculty Development Digital Image.
Improving Faculty Attitudes about Online Teaching. Retrieved from
http://brocansky.com/2015/01/improving-faculty-attitudes-about-online-
teaching.html
Pelletier, EdD, P. (2013). Faculty Focus. Retrieved from
http://www.facultyfocus.com/articles/online-education/what-online-teachers-
need-to-know