After spending many years as an online facilitator, as well as reviewing the work of varied experts as part of our LRNT 528 Unit 1 readings, one key element really comes to the fore when discussing strategies to facilitate effectively in online learning environments: being agile and flexible (Dunlap & Lowenthal, 2018). As learners change, facilitators need to change, and having variety is essential to connecting with learners who come from a myriad of backgrounds, all with inherent learning strengths. In the following paragraphs, I will outline five strategies I feel are essential to being a successful online facilitator.
First off, early in the learning arc introduce yourself, what has led you to this position, as well as sharing a few personal details (Boettcher, 2013; Dunlap & Lowenthal, 2018). This makes you ‘real’, and if successful will inspire students to identify with you as well as ideally feel comfortable expressing themselves and participating in further class interactions. In my own experience, learners have also expressed that this helps to reduce the hierarchical distance many associate with educational environments, which has then led to an increased sense of community in my classes.
Next, setting clear expectations and desired outcomes at the outset, and trying hard to stick to them (Boettcher, 2013). Being clear to what extent learners are expected to participate as well as how you plan to contribute to discussions and give feedback cannot be overemphasized (Boettcher, 2013). Modelling desired behaviour (Bull, 2013) to learners as well as making it easy for learners to access and revisit these expectations can also reduce confusion.
Another potent strategy is to vary activity types and methods of presenting learning content (Boettcher, 2013; Dunlap & Lowenthal, 2018). Different learners connect differently with material in videos, audio, text and image form, so being inclusive of all learners is important. Also, creating activities which encourage pair and group work, blogging, journals, use of multimedia, as well as traditional essay type responses can inspire and challenge learners as well as develop varied skills.
Importantly, do all you can to link course materials or learner focus to real applicable life contexts. I for one have always engaged more with material which I can see as being useful in my own life and work. Linking concepts to their practical uses can help with retention of material (TPC Training, 2018), as it is being applied and not just learned to be successful in the assessment then filed away.
Lastly, encourage and facilitate knowledge construction through peer interaction and personal reflection activities (Dunlap & Lowenthal, 2018). Working in groups and dealing with varied personalities diplomatically are essential skills for life in general, so create avenues for these competencies to develop organically.
References
Boettcher, J. (2013). Ten best practices for teaching online. Retrieved from Designing for Learning: http://designingforlearning.info/writing/ten-best-practices-for-teaching-online/
Bull, B. (2013, June 3). Eight Roles of an Effective Online Teacher. Retrieved September 10, 2018, from Faculty Focus: https://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79-89. doi:10.1.721
TPC Training (2018). Employee Training: Tips to Maximize Knowledge Retention. Retrieved September 10, 2018 from https://www.tpctraining.com/blogs/news/employee-training-tips-to-maximize-knowledge-retention
September 18, 2018 at 8:49 pm
Hi Stuart
Your experience shines through this infographic, clearly showing the importance of connecting with the students as a facilitator. High lighted by flexibility and the need to be adaptable .
September 19, 2018 at 6:32 pm
Thanks Klaus! Building connection and being able to be flexible with approaches to design and how you facilitate are definitely paramount to my approach.
September 20, 2018 at 6:45 pm
Hi Stuart, I see we have a number of common tips which makes me feel a lot better. Having an experienced online facilitator express similar thoughts as myself I hope is a sign I’m on the right path.
I concur about the point where you mention the linking of course material and focus to real life contexts. Knowles (1984) notes that adult learners are more willing to learn once they see the relevance in what they are learning. I can’t believe I forgot to include this in my tips, but five might be too few…
I like how your graphic is clear and not cluttered with information. One minor suggestion I might have is to maybe have the headings the same size which will help clarify that you are on the next point. Thanks for the graphic!
Knowles, M. S. (1984). Andragogy in action: Applying modern principles of adult education. San Francisco, CA: Jossey-Bass.
September 21, 2018 at 8:13 pm
Thanks George.
We have definitely had some shared approaches over the last few courses, haven’t we? I struggled to find a source to support my point about linking to a real life context, so thanks for sharing that. I’ll work on keeping my text more consistent. It’s really just fitting in the words which resulted in inconsistencies there. I need to further reduce text I feel in future and focus more on images as well.
September 22, 2018 at 4:38 am
Ah man … just lost my comment to you. 🙁 Maybe the second time around I will be more concise.
I appreciate your blog as has a tone of genuineness and experience. We know that from experience learners learn best when there is a relationship to the community and instructor. I am wondering what experiences you have had in developing this on a community level and individual level while in an online learning environment — what strategies worked for you and what would you suggest to steer away from?
From your infographic — I love the colour scheme. Using consistency is important for the reader. Your first two sections have a great alignment, where it is left justified then right. But then it seems not to be as prominent. Using space might also help define the key ideas, allowing the icons to work for you to help construct or associate meaning.