{"id":632,"date":"2018-09-17T02:50:19","date_gmt":"2018-09-17T09:50:19","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/?p=632"},"modified":"2018-09-17T03:05:09","modified_gmt":"2018-09-17T10:05:09","slug":"lrnt528-u1-a1-online-facilitation-top-tips","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/lrnt528-u1-a1-online-facilitation-top-tips\/","title":{"rendered":"LRNT528 U1 A1 – Online Facilitation Top Tips"},"content":{"rendered":"

Top 5 Tips<\/a> 4 Online Facilitation<\/h3>\n

 <\/p>\n

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The readings of Unit 1 provided such a vast list of elements that selecting the top five was a hard task.\u00a0 Dunlap and Lowenthal (2018) guided I my selection as I found combinations that made sense.\u00a0 The link\u00a0\u00a0LRNT528 U1 A1 5 TIPS Infographic<\/a>\u00a0shows the combined tips corresponding to Dunlap and Lowenthal’s themes.<\/p>\n

    \n
  1. \n
    Access and Motivation (Salmon, 2018) \/ Cheerleading (Bull, 2013).<\/h5>\n<\/li>\n<\/ol>\n

    Making sure the way in is trouble-free for all is a must.\u00a0 Authentic enthusiasm should be the first motivator the audience perceive, which will foster students to look forward to the next session (Salmon, 2018).<\/p>\n

    \"\"<\/p>\n

    A positive standpoint makes the teacher the searchlight for helping students maintain the right course of action (Bull, 2013).<\/p>\n

    These aspects align with the clarity and relevance Dunlap and Lowenthal refer to when designing effective online content (2018).<\/p>\n

      \n
    1. \n
      Be Present at the Course Site (Boettcher, 2013) \/ Suggestions for Improvement (Boettcher, 2013).<\/h5>\n<\/li>\n<\/ol>\n

      Setting clearly the teacher\u2019s availability to the class is key, as well as making it happen (Boettcher, 2013).<\/p>\n

      \"\"<\/p>\n

      An early feedback from learners helps ensure students are finding their way correctly (Boettcher, 2013).<\/p>\n

      Being present and supportive of the learning community coincides with Dunlap and Lowenthal (2018) fundamental aspects for achieving an effective online facilitation.<\/p>\n

        \n
      1. \n
        Team Building (Salmon, 2018) \/ Respect Diverse Talents and Ways of Learning (Dunlap & Lowenthal, 2018).<\/h5>\n<\/li>\n<\/ol>\n

        Acknowledging the variety of features poured into the learning community will enrich and benefit all participants (Dunlap & Lowenthal, 2018), and working in teams will allow them to learn from each other in every way (Salmon, 2018; Dunlap & Lowenthal, 2018).<\/p>\n

        \"\"<\/p>\n

        Additionally, the mix of talents represents win-win characteristics Dunlap and Lowenthal (2018) cover in the theme of supporting student success.<\/p>\n

          \n
        1. \n
          Co-learner (Boettcher, 2013; Bull, 2013)\/ Include Individual Experiences as well as Small Groups and Large Groups (Boettcher, 2013).<\/h5>\n<\/li>\n<\/ol>\n

          Students appreciate instructor\u2019s transparency in learning along with them throughout the course (Bull, 2013) because this lets them know their teacher aims to be better, which motivates them to strive further.<\/p>\n

          Besides group collaboration, sharing work experiences can illustrate the theory with reality bringing teachings closer to daily life (Bull, 2013).<\/p>\n

          Improving continuously as an instructor is among the important factors regarding online course design and facilitation (Dunlap & Lowenthal, 2018).<\/p>\n

            \n
          1. \n
            Plan a Good Closing and Wrap-Up Activity for the Course (Boettcher, 2013).<\/h5>\n<\/li>\n<\/ol>\n

            \"\"<\/p>\n

            A roadmap from the beginning allows students to know where they are making sure they progress along as well (Boettcher, 2013).<\/p>\n

            The closing stage represents an opportunity to make a lasting impression to support the students\u2019 success (Dunlap & Lowenthal, 2018).<\/p>\n

            Conclusion<\/h5>\n

            Motivated students trust their teacher sensing her\/him near regardless of remote instruction, they eagerly make suggestions to ease starting the new class.\u00a0 Furthermore, fostering diversity creates opportunities to share and learn including the teacher who, additionally, is learning along too.<\/p>\n

            References<\/h5>\n

            All graphic material sourced from Creative Commons.<\/p>\n

            Boettcher, J. V. (2013). Ten best practices for teaching online. Retrieved from https:\/\/www.saddleback.edu\/uploads\u00a0 \u00a0 \u00a0 \u00a0 \/goe\/ten_best_practices_for_teaching_online.pdf<\/p>\n

            Bull, B. (2013). Eight roles of an effective online teacher. Retrieved from https:\/\/www.facultyfocus.com\/articles\u00a0 \u00a0 \u00a0 \u00a0 \/online-education\/eight-roles-of-an-effective-online-teacher\/<\/p>\n

            Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators\u2019 recommendations for teaching online: Crowdsourcing in action. Retrieved from https:\/\/scholar.google.com\/scholar_url?url=https:\/\/www.learntechlib\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 .org\/p\/183573\/article_183573.pdf&hl=en&sa=T&oi=gsb-gga&ct=res&cd=0&d=9495255957241473891\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 &ei=yjyfW5rOMs2xygSQsqeACA&scisig=AAGBfm0rFw4fV2pCc_r2MzSo6uFOrXHl8g<\/p>\n

            Salmon, G. (2018). The five-stage model. Retrieved from https:\/\/www.gillysalmon.com\/five-stage-model.html<\/p>\n","protected":false},"excerpt":{"rendered":"

            Top 5 Tips 4 Online Facilitation   The readings of Unit 1 provided such a vast list of elements that selecting the top five was a hard task.\u00a0 Dunlap and Lowenthal (2018) guided I my selection as I found combinations that made sense.\u00a0 The link\u00a0\u00a0LRNT528 U1 A1 5 TIPS Infographic\u00a0shows the combined tips corresponding to … Continue reading “LRNT528 U1 A1 – Online Facilitation Top Tips”<\/span><\/a><\/p>\n","protected":false},"author":62,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11],"tags":[],"class_list":["post-632","post","type-post","status-publish","format-standard","hentry","category-lrnt528"],"_links":{"self":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/632","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/users\/62"}],"replies":[{"embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/comments?post=632"}],"version-history":[{"count":5,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/632\/revisions"}],"predecessor-version":[{"id":643,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/posts\/632\/revisions\/643"}],"wp:attachment":[{"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/media?parent=632"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/categories?post=632"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/malat-webspace.royalroads.ca\/rru0018\/wp-json\/wp\/v2\/tags?post=632"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}