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Carlos R. Herrera
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Training of Distant learning facilitators must consider that the overall goal of the online
learning environment is to provide training that is equivalent and that achieves the same learning
outcomes of the one students receive in traditional learning (Glew, 2010). The purpose of this
paper is to create a training program for distance learning facilitator trainees that is based on the
following scenario:
Scenario: You have been asked to create a training program for adult education
facilitators or corporate trainers who have no previous experience in distance education. The
training program must include the essential elements for developing distance learning facilitator
skills. The training audience (trainees) will consist of higher education faculty members or
corporate trainers that will use the training to provide instruction in a distance learning
environment.
The following training is designed to prepare new online adult learning facilitators to
assume the role as distance learning facilitator. The training is based on the premise that those
students attending this course have little or limited experience in facilitating e-learning
The audience for this training consists of adult education facilitators or corporate trainers
with no prior experience in distance education. The following table (Table 1: Training Audience
Assumptions), lists those skills, experience, and level of knowledge assumed from the training
participants.
FACILITATOR TRAINING PROGRAM 3
The establishment of clear training goals is an essential element and function of all
training programs. The Online Facilitators training program goals focus on establishing the
differences between traditional and e-learning training and in the peculiarities of online
education. Those differences include the facilitators responsibility in providing motivation, and
Objective 1- After viewing the What is eLearning presentation, online facilitators students
Objective 2 Given the manual Best Practices Guide for Distance Learning Facilitators
(Glew, 2010), as a handbook, and supporting reference, the student will list and describe five
Objective 3 Given the manual Best Practices Guide for Distance Learning Facilitators
online facilitator students will describe the roles of the instructor and students in an
eLearning environment.
Objective 5 Describe useful tips for the facilitator to encourage eLearning effectiveness
using the Best Practices Guide for Distance Learning Facilitators manual.
Objective 6 Using the Neo Learning Management System (LMS) Overview, Online
Facilitator students will list and prioritize with an explanation, the top five features of the
LMS.
Objective 7 Given the manual Best Practices Guide for Distance Learning Facilitators
(Glew, 2010) the student must define the role of the facilitator in a threaded discussion.
Objective 8 List three of the types of assignments available to the facilitator when using the
Objective 9 Students will list the Top five eLearning Technologies for 2016, and describe
Students that show progress and mastery in their assigned study areas are more likely to
score higher in their local program and state assessments (Stockard, 2014).
The role of the facilitator in an online classroom is to keep students actively engaged in
all class activities (Stockard, 2014). Like their counterparts in classrooms, online instructors
need to have a strong content knowledge instruction and assessments as well as formation in the
use of technology to manage online learners (Burns, 2014). Burns (2014), states that the skills of
the online instructors reflect the areas that are often neglected in their formation; and these are:
Content Knowledge Facilitators must know the content of the material they teach to
Blend of pedagogy, technology, and content Facilitators must demonstrate how these
are connected, and how to adapt the techniques used in the traditional classroom to the
online environment.
FACILITATOR TRAINING PROGRAM 6
Establish an Online Presence Facilitators need to set the tone by creating a welcoming
Ability to manage learners (in online classes) Facilitators dedicate time to motivate
expected that online students map their learning, the facilitator's role is to encourage that
learning and to interact with students to correct any difficulties that the student might be
Some of the strategies used to present and reinforce these skills to facilitators include the
use of discussion boards such as Skype, and the use of the NEO LMS, and Facetime on the
iPhone among other tools. These tools provide facilitators with opportunities to establish an
online presence and to communicate with students from any location. Other strategies include
the use of group scenarios to practice interaction using role play, and other group activities.
The phases of development for distance learning facilitators include (Palloff & Pratt,
2011):
Visitor These includes those facilitators that are new to technology integration, but have
Novice These facilitators have never taught or taken an online course, but often post
their syllabus online and use technology to supplement the traditional classroom.
FACILITATOR TRAINING PROGRAM 7
Apprentice The apprentice may have taught a few times online, and facilitated some
courses. That experience allows them to have an understanding of the skills needed to
teach online.
Insider These have facilitated more than two online semesters, with multiple courses
per semester, and is proficient in the online environment and the use of course
management technology.
Master Includes those facilitators that taught various online courses, that are masters in
the utilization of the technology, and that are proficient with the skill needed to teach
online.
Each phase of development has a similar stage (Palloff & Pratt, 2011).
Stage 1 Teacher as a learner: Where the teacher gathers, and develop their
technology skills.
practice with different tools and share their experiences in their use.
awareness of learning outcomes and ability to see how the use of different
Transitioning between stages is different for each instructor and occur based on the
individual training needs and development of each facilitator. Learners transition to the next
stage as they develop the skills and competence of their respective or current stage.
According to Munoz (2011), learning theories associated with distance learning are often
The following table (Table 3, Theories of distance learning) provides a description and
application of the three main distance learning theories (Palloff & Pratt, 2011).
To keep learners engaged Palloff & Pratt, (2003), suggests that the typical online classroom
has at least 18-19 hours per week of instructor activity. Table 4 (Theories of distance learner
engagement), lists the theories and provide examples and application for their use.
Table 4: Theories for distance learner engagement (Junk, Deringer, & Junk, n.d.)
Theory Examples/Strategies
Adults learn best when their experience is The use of threaded Discussions provides
acknowledged, and new knowledge is built students with the opportunity to share their
on past knowledge and experience. experiences, and use critical thinking.
Adults are both intrinsically and extrinsically Facilitators promote further critical thinking
motivated to learn analysis and reflection from students, by
asking questions that promote student
learning, engagement, and discussion.
Adults are not likely to participate in Keep students involve by providing
learning situations unless they are meaningful discussions that encourage
meaningful to them and adults are pragmatic higher level thinking. That higher-level
interaction enhances student learning.
in their learning and want to apply what they
Facilitators use of chatrooms, and discussion
are learning directly. boards are tools that promote student's
interaction.
Adults come to learning situations with It is important that the course goals and
personal goals and objectives that may not objectives are used to promote student
align with the planned goals and objectives. learning and achievement of their personal
goals without overloading students with
work. According to Junk, Deringer, & Junk,
(n.d.), often students prefer to work alone
and are confident that they can achieve their
personal goals when doing so.
Adults prefer to be active rather than passive Encourage students to react to each other
learners and learn via collaborative and posts and discussions, and to become a
interdependent means and independently. community that shares learning and skills
with a common learning objective.
Adults are more receptive to learning in The facilitator role is to create a learning
environments that are physically and environment that engages students in the
psychologically comfortable. learning process, and that promotes student
ownership of that process. The role of the
instructor is to provide students with a safe
and friendly environment that allows
students to participate and collaborate in the
classroom activities.
FACILITATOR TRAINING PROGRAM 10
The popularity of eLearning requires that training departments and organizations secure a
mechanism to manage the content of their learning programs (Litmos, 2017). The choices
Content Management System, allows the management of the content from a central location,
with different levels of access to the content in one place. The Learning Management System is
a more robust application that focuses on training control versus version control as is the case
The Facilitator Training Program uses the NEO LMS that allows facilitators to track
student completion of assignments, manage grades and communicate with students, among other
course administrative processes and functions. Using the NEO facilitators can incorporate into
their courses lectures and videos, games, discussions threads, and manage student assignments
In addition to the robust management features of the NEO LMS, the class facilitators can
use a series of technology and media tools listed in Table 5, to engage and enhance student
Some of the tools that facilitators use to engage students and to promote
collaboration among students include:
Panopto Allows facilitators to record their lectures and to upload them for future
student use.
NEO The LMS selected for the Facilitator Training Program that provides the
student with a suite of features that incorporates chat, video, games and other
features.
FACILITATOR TRAINING PROGRAM 13
diversity; that is because other channels of communication used to minimize issues in the
traditional classroom are absent in the online classroom (Palloff & Pratt, 2011). Facilitators are
encouraged to minimize the effects and the barriers to learning caused by those issues and to
Experiential These learners use what they learn to use in daily life
activities. These learners like to share the knowledge they
have acquired to support individual and team goals.
Asynchronous. Synchronous eLearning refers to that training that involves learning using chat
and video conferencing. The learning occurs in real time which allows students to ask questions
to the facilitator and to receive instant feedback via instant messaging hence the name
synchronous (Mindflash, 2017). Synchronous eLearning allows the student to interact with other
students and teachers during the course. Asynchronous learning benefit is that it can be carried
out offline. This training includes training delivered via the web and that uses tools such as
email, and message boards (Mindflash, 2017). Asynchronous training allows students to
complete the course at their pace and uses the internet as the support tool instead of using
Facilitators in a Synchronous environment, control the communication within the class, and
often provide input and minimize or eliminate conflicts before they escalate (Palloff & Pratt,
2011). Facilitators in an Asynchronous environment must keep the flow of communication while
assuring that feedback is presented in a timely fashion, increasing student participation and
A major factor in online learning is the use of technology, the facilitator needs to be
disciplined in the utilization of the technology, and use those technologies that meet the learning
objectives; the technology becomes the vehicle for student achievement (Palloff & Pratt, 2011).
Technology presents issues to facilitators and students, sometimes related to access or the
FACILITATOR TRAINING PROGRAM 15
understanding and familiarity with technology. Some of those issues include Digital Divide,
Digital Divide The term refers used to describe those with and those without access
to computers and Internet access. The result of this divide has a significant impact on
inclusion and exclusion of the educational activities and the benefits of using the
technology.
Digital Spectrum A term that is often used to describe the effects of the Digital
Divide, but it refers mostly to the personal digital capabilities affected by the
telecommunication structures. For example, the student has the computer and access
to the Internet, but this access can be interrupted due to the network issues related to
Non-Users The term refers to those who have access to the equipment and the
Internet, that are not affected by Digital Spectrum issues, but who are not connected
or not reachable and are resistant to the use of the technology. Of those, there are
and available learning resources including the use of labs. The facilitator can also refer the
student to tutors or at times there are other students that can assist when working with the
learning teams.
Classroom management is not only about managing the technical components of the
FACILITATOR TRAINING PROGRAM 16
classroom, but also includes the management of learners feedback. An important task for every
facilitator is to keep the communication channels open and to provide a safe environment that
Learner Feedback
Learners feedback must be sincere, and overall it must be timely. Facilitators can
take advantage of the LMS to provide student feedback. Other tools such as discussion posts and
facilitator messages are useful when providing feedback. The facilitator can also use other
means including a telephone call, private messages or interjecting in the learning teams forums
Challenging Behaviors
The management of behavior within the Online classroom, requires that facilitators
maintain a presence in the classroom, to be aware of any developments that can affect students;
environment have become less civil with one another. Cyber-bullying is an issue that
regular presence in the class discussion and messages, facilitators ensure that the
misbehavior, thanks to the perceived anonymity that is often associated with online
communications.
FACILITATOR TRAINING PROGRAM 17
(2011), the asynchronous nature of the online discussions because students are not
restrained by having to wait for their turn to communicate, making the participation
Conclusion
The online facilitator program is designed to help students to become better facilitators.
The course provides instruction in some key areas that a facilitator must learn to engage students
References
Burns, M. (2014, September). Top 5 online learning skills that a successful online instructor has.
instructors
https://www.edutopia.org/
Glew, S. (2010, December). Best practices guide for distance learning facilitators. Retrieved
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Junk, V., Deringer, N., & Junk, W. (n.d.). Techniques to engage the online learner. Retrieved
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FACILITATOR TRAINING PROGRAM 19
https://www.youtube.com/watch?v=gQ6_pEQZsVE
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