Charles, Richardson, Satcher, Smith Wright 1

Signature
Assignment:
Facilitator
Training
Program
Charles, Richardson, Satcher, Smith Wright 2

1/29/2021
CUR/532 FACILITATING ONLINE
LEARNING
CYRA CHARLES, TAYLOR RICHARDSON,
SHEDELL SATCHER, ASHLEY SMITH AND
CHANELLE WRIGHT

INSTRUCTOR: MELINDA MEDINA

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Name: Cyra Charles, Taylor Richardson, Shedell Satcher, Ashley Smith, and Chanelle Wright

Course: CUR/532: Facilitating Online Learning

Instructor: Melinda Medina

Date: February 2, 2021

Facilitator Training Program

Introduction

Welcome to this self-paced training on becoming an instructor for distance

education. My name is Joe Oblak and I will be taking you through this one-week session.

The training course is meant for facilitators in higher education who have no prior

experience in distance learning and incorporates important aspects for improving the skills

of distance education facilitators.

Part I: Vital Information in the Facilitator Training

Audience: the training program audience includes faculty members of higher

education without prior experience in web-based distance education. The audience is

assumed to possess skills of Microsoft Office (Access, Outlook, Word, and PowerPoint);

effective use of Mozilla, Chrome, and Internet Explorer in surfing; basic computer use; and

content knowledge. The presumed current experience comprises 3 years of teaching, one-

on-one interaction, curriculum development, and teaching in the conventional classroom.

Current knowledge constitutes adult theories, content knowledge, teaching in a traditional

classroom, low moderate level, and basic motivational approaches for adult students.

Goals: the goals for which the training is designed are:

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1) Develop skills to be an effective online instructor. Namely evaluation,

effective communication, technical skills, motivate students, time

management, feedback (information and recognition), and engage learners

(Palloff & Pratt, 2011).

2) Training elements: engage learners, effective classroom management

establish online presence, as well as offer timely and constructive feedback.

Training Objectives: the training session will seek to achieve the following

objectives:

Objective (a): Faculty members will get learners to think through taking part in an

interactive dialogue. At the start of the course, they will facilitate community-building and

introduction practices.

Objective (b): higher education faculty members will manage time well to ensure

goals are met. The objective is for participants to show proper time management by

responding to learners’ questions within a day of being posted.

Objective (c): Faculty members shall learn how to motivate learners. The objective

will be for the participants to offer a substantive response (constructive and positive

feedback).

Objective (d): Faculty members will learn to keep trainees engaged. The objective

includes participants facilitating discussion, providing input, and asking questions. They

will connect to learner experiences and pose thought-provoking questions.

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Summative Assessment

Measure effectiveness of trainees: an assessment shall be performed as per the

four levels proposed by Kirkpatrick. The levels include:

1) Reaction: at this level, pose questions to trainees and utilize the response to

determine if the trainee was engaged and if they felt the training was

appropriate

- Would you recommend this training to others? Why or Why not?

2) Leaning: evaluate what the trainee has learned to see if the objective was

attained. Pre-and post-evaluation can be done to ascertain this.

- What are 3 training skills set that you learned from the training that you

can apply?

3) Behavior: at this level, identify behavioral change and check if the knowledge

and skills obtained are being used to perform the work. Also, performing pre-

and post-assessment is necessary

- Do you think the training provided the necessary tools for you to perform

your job? Why or Why not?

4) Results: this is the final level and the focus should be on determining the

tangible results of the training course. Analyze the quality, cost, turnover,

effectiveness, and productivity to determine the effectiveness of the training

(AlYahya & Norsiah, 2013).

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Program success: at the end of the training, all trainees will be subjected to an

evaluation that focuses on whether the course provided instructor-learning interaction and

quality learning experience, as well as support the learning objectives.

Part II: Facilitator Skills and Instructional Materials

Skills required for effective learning:

a) Discussion: online presence is critical. Ask questions to keep the discussion moving.

More so, keep an eye on discussions and provide information

b) Online presence: ensure you inform students about your availability. Relate with

learners and derive appropriate ways to inspire learners to engage

c) Effective communication: don’t just rely on emails; try texting. Go through LinkedIn,

Facebook, Skype, and blogs. Utilizing various communication channels will motivate

the learner to participate.

d) Feedback: articulate your expectations about course assignments and inform the

learners on how they will be ranked.

Approaches to present these skills to instructors

Effective strategies include discussion boards, group activities, role-play, and

discussion. Faculty members will be grouped into a team of four people and be given

different skills to discuss the most effective strategies. Team members will also role-play to

offer a visual to share opinions on such skills. Furthermore, participants will discuss what

they learned on a discussion board to exercise online discussion and presence.

Developmental Phases
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Visitor: the facilitator lacks the experience for online education. He or she may be

curious about web-based learning but very doubtful and does not concentrate on online

teaching.

Novice: the facilitator is willing to commit to online teaching but is unsure how to

deliver it and establish a class. He is afraid to utilize communication tools and thus

ineffective communication (Palloff & Pratt, 2011).

Apprentice: the facilitator possesses limited vocabulary about online teaching

which can help him overcome fears. He understands effective instructor-learner

communication, and learners communicate in countless ways with the instructor, like

social networks, wikis, and blogs

Insider: the facilitator has mastered enough vocabulary for online sessions. He has

developed proper skills and is more confident. He understands how to best utilize

technology to converse with learners implying that he is active and consequently creates an

online presence.

Master: facilitators have gained extensive experience and are ready to try new

things. He is comfortable delivering content, understands the value of online presence, and

understands how to engage learners through media.

Transition between Stages

The learning stages transition from a learner through adopter, co-learner, rejecter,

to a leader.
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Phase 1: Instructor as learner-at this stage, information is gathered to allow the participant

to develop information and technology skills

Phase 2: instructor as adopter-this is where facilitators experiment with various

technology tools and share experiences.

Phase 3: instructor as a co-learner-the teacher understands the link between course

delivery and technology

Phase 4: instructor as rejecter or re-affirmer: the teacher develops the knowledge of

learning outcomes and determines how various technological tools influence learner

education.

Phase 5: instructor as a leader: the teacher becomes the researcher and teaches new

members.

Theories of Distance Education

Haythorntheaite and Andrews (2011) outlined theories of distance education as:

a) Intrinsic Motivation: because there is no personal interaction among learners,

motivating learners may be a problem. Web-based education calls for motivation

b) Digital media: visuals applied to create engaging and collaborative conditions

c) Transactional distance: the variation in space or time between the instructor and

learners the focus is on autonomy, dialogue, and program architecture.

How different theories apply to different scenarios

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a) Transactional distance: as learner-facilitator interaction reduces, the independence

of the learner should increase. the student must research to find more information

on a certain subject matter

b) Digital media: allowing the learner to sign in to classroom portal from mobile phone,

computer, or laptop anywhere

c) Intrinsic motivation: when learners relate with individuals with a similar profession

to develop an understanding and responses as to improvement ideas.

Theories of Engagement

Jones (2015) highlighted ways through which learners can be engaged.

1) Understand your learners-offer an in-depth background of yourself and request the

learners to replicate the same

2) Be aware of the classroom mechanics of an online course-understand how to

navigate the podium and be ready to respond to questions about the process and

submission of homework.

3) Ensure continuity of online presence by conducting class announcements every

week

4) Making learning fun by employing various kinds of pictures and graphics

5) Offer constructive and timely feedback to learners for their excellent work and

pinpoint improvement areas.

Part III- Technology Tools

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Learning Management System (LMS)

For years, a Learning management system (LMS) has been utilized to deliver

coursework in learning institutions and promote online education (Dobre, 2015). LMS

will offer an overall control system that facilitates e-learning and the ability to monitor

the condition of any gadget. The learning management system provides the trainer with

a way deliver and create, monitor participation, and assess performance. Figure 3.1 list

and describes the features of the learning management system.

FIGURE 3.1

Responsive Design User-friendly Interface Reports & Analytics

Easy to navigate and user eLearning assessment tools
LMS can be accessed that allow trainers to view and
from various devices such interface align with the track training initiatives to
as desktop, laptop, tablet abilities and goals determine if they are effective
or smartphone. established. or need adjusting.

Course Management Social Learning Capabilities

Holds all eLearning courses and
related content. Trainers are
able to create and manage
courses.
Includes social meadia tools
with the platform. This
enables interaction with
peers to collaborate and
share.
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Process identification

Teaching learners requires a core set of important skills, tools, and habits. The

primary task for any trainer is to develop and nurture a set of habits and skills to

achieve the goals of guiding learners’ growth. Below in Figure 3.2 the process of how

this will be accomplished is illustrated.

FIGURE 3.2
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Information presentation: lectures and videos will be uploaded and

posted in the class portal on weekly basis to match with the topics
the week

Class discussions: these shall be conducted via discussion boards. T

instructor will keep an eye on the discussions, ask questions, and off
information to ensure continuity of the discussion. Learners will ha
opportunity to share experience and knowledge as well as learn fro
each other.

Receive assignments: all classroom assignments will be posted eac

week and learners will be submitting and uploading assignments in

Assignment feedback: the instructor will have a whole week to pro

timely and constructive feedback following the receipt of the
assignment

Tech Tools that enhance learning and collaboration

Many technology and media tools available that can be used today to engage and

enhance student learning. It’s important when selecting these tools for your course that

they have the following characteristics:

 Innovative

 Authentic

 Easy to Use

 Reliable

 Ease of Sharing
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There are many tools available that encompass these characteristics and you can

incorporate them into your online course. When selecting these tools choose tools that

you are comfortable with first and expand them as you become more at ease with the

implementation process. Below you will find three tools that will engage and enhance

student learning.

1) TED-Ed- this platform allows the creation of learning lessons with the collaboration

of animators, teachers, and students. The podium allows students and teachers to

democratize access to information

2) Animoto: allows instructors to create a video that inspires students and improve

academic lessons. This tool is friendly and practical thus allowing teachers to

develop audiovisual content that responds well to learning needs.

3) Socrative: the system allows instructors to create educational games or exercises

that learners can solve using mobile phones, tablets, or laptops. Instructors usually

have time to check the outcomes of their activities and modify the subsequent

lessons to customize them (Desplaces, Blair, & Salvaggio, 2015).

Student collaboration is an important component to consider when picking technology

tools for your online course. It’s important to make sure that students stay focused and

motivated while interacting with peers and trainers. Figure 3.3 below will provide

information on three types of collaboration tools that can be used.

FIGURE 3.3

Tools Description Link

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Basecamp is a collaboration tool Basecamp: Project

that has millions of users.
Features of Basecamp include: Management & Team
• Message Board – post
announcements, pitch
ideas, and progress Communication Software
updates
• To-dos – make list,
Basecamp assign work, and set due
dates.
• Schedule – Set dates on
shared schedule
• Docs & Files – Share
docs, files, images, and
spreadsheets.
• Group Chat – Chat with
the group
• Automatic Check-ins –
Create recurring
questions.
Basecamp’s collaborative
technology can be used to
create pages for groups
dedicated to specific
assignments or projects. The
members can use the
features to work together on
these assignments or
projects.

Edmodo is an educational tool Edmodo

that has more than 34 million
users. Edmodo allow teachers
to:
• Create online
collaborative groups
• Administer and provide
educational materials
Edmodo • Measure student
performance
• Communicate
Edmodo is a communication
and collaboration platform
that can be used for distance
and blended learning. This
platform allows its members
to share information with
each and the teacher.
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Google Classroom is one of the Classroom (google.com)

most commonly used
educational platforms in the
world today. It is great for online
classes and it has many features
some of these include:
• Ability to set up
classrooms
Google Classroom • Assignments
• Screen sharing
• Sharing videos,
documents and images
• Integrated third-party
apps
• Announcements
• Google Classroom has
so many features that
promote learning
collaboration. Some
ways that you can use it
is by setting up group
projects, group
communications, and
study groups because
each one of these allow
members to work
together.

Part IV: Issues and Classroom Management

Different distance learners

Nontraditional learners: this type of learner has not been developed for over 5

years. They might have undergone learning but due to technological advancements, they

are left behind and should keep pace with the technology and trends.
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Cultural learners: learners come from diverse backgrounds: different ethnicity,

education, skills, opinions/views, gender, religion, age, and class status.

Experiential students: due to age differences, some learners know much and have

gained extensive experience compared to young ones.

Synchronous and asynchronous facilitation skills

Synchronous facilitation is like conventional classroom learning where the

instructor guides the learning and requires learners to be present at the set time; learning

takes place concurrently. On the other hand, asynchronous facilitation is self-paced

learning where instructors and learners are not required to be in-person at the same for

teaching. With this approach, instructional designers are offered an opportunity to create

courses that students can learn with limited or no help from the teacher (Shahabadi &

Uplane, 2015).

Tech Management Issues and Resolutions

Issues: disruption of the LMS because of routine maintenance, broken links to

required readings, and problems navigating the LMS.

Resolutions: offer a variety of contact for learners, reach out to the technical

support team, and ask learners how well they are navigating through the system. Those

struggling should be referred to the tutor.

Classroom management issues and resolutions

Issues: inappropriate behavior, accessibility, and feedback

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Resolutions: have learners read college policies and procedures, offer different

means of contact like phone number and email, as well as acknowledge and offer

constructive feedback so the learner knows his stance.

Learner feedback

Constructive feedback should always be prioritized. Learners tend to get frustrated

when they are not told where they went wrong and feel demotivated if their efforts are not

recognized (Jones, 2013). Student feedback can be offered through audio, messages, and

comments.

Audio: reach out to students via phone call and talk to them in-person to lay things

bare or clarify feedback

Messages: mass messages should be sent to learners to make announcements or

notify them of any changes or updates.

Comments: instructors should comment on the discussion board and react to the

learners' posts. Whether on or off-track, comments are needed. Comments should also be

added to the assignments to offer substantive feedback.

Challenging Behaviors

Lack of participation: the school policy will comprise of engagement requirement

like the number of discussion posts

Cyber-bullying: stick to the college policy for cyber-bullying and track classroom

discussions
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Inappropriate posts: classroom discussions should be tracked and irrelevant posts

are discarded from the discussion

Part IV – Issues and Classroom Management

Nontraditional learners: this type of learner has not been developed for over 5 years. They might

have undergone learning but due to technological advancements, they are left behind and should keep

pace with the technology and trends. These individuals have others circumstances outside of the

classroom that are important to take care of as well such as a spouse, children, work or other such

obligation.

Cultural learners: these learners come from diverse backgrounds: different ethnicity, education,

skills, opinions/views, gender, religion, age, and class status. Learners not only from various cultures, but

unique in every way, display various learning styles, specific expectations, and the opportunity for making

positive connections across networks by being involved and through self-motivation.

Experiential students: due to age differences, some learners know much and have gained

extensive experience compared to young ones. Learners that are active within their studies and develop

their skills through their own process and reflection, experience great success and better performance.

Synchronous and Asynchronous Facilitation Skills

Synchronous facilitation is learning in a conventional classroom where the instructor guides the

learning and requires students to be present at a set time; learning takes place concurrently. On the other

hand, asynchronous facilitation is self-paced learning where instructors and learners are not required to be

in-person at the same for teaching. With this approach, instructional designers are offered an opportunity to
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create courses that students can learn with limited or no help from the teacher (Shahabadi & Uplane,

2015).

Learner’s Feedback & Challenging Behaviors

The obstacles learners face within the online classroom are challenging at times, but

full of potential for change as distance learning tools are further progressed and issues are

explored. Learners tend to get frustrated when they are not told where they went wrong

and feel demotivated if their efforts are not recognized (Jones, 2013). It is important to

create guidelines, prioritize constructive feedback for improvement, and make sure to give

support when it is needed. Student feedback can be offered through audio, messages, and

comments.

MTa Learning. (2021). What is experiential learning?

https://www.experientiallearning.org/about-mta/what-is-experiential-learning/

Pelletier, S. (2010). Success for adult students. Rockville, Maryland. Public Purpose.
 Part IV: Issues and Classroom Management
Charles, Richardson, Satcher, Smith Wright 20

Technical & Classroom Management Issues and Resolutions

Issues: disruption of the LMS Issues: inappropriate behavior, Issues: Cultural appreciation,
because of routine maintenance, accessibility, and feedback inclusion, and learning styles
broken links to required readings,
and problems navigating the LMS.

Resolutions: offer a variety of
contact for learners, reach out to
the technical support team, and
ask learners how well they are
navigating through the system.
Those struggling should be
referred to the tutor.
Resolutions: have learners read
college policies and procedures,
offer different means of contact
like phone number and email, as
well as acknowledge and offer
constructive feedback so the
learner knows his stance.
Resolutions: learners are
encouraged to reach out to
colleagues, advisors, and
instructors about any lack in
resources or availability to
specific information and tools that
would assist their studies. Also
learners should speak out about
difficulties regarding inclusion
during activities and the ability to
develop their unique learning
styles.

Learner's Feedback Challenging Behaviors

Audio:reach out to students via phone call and talk to them in-person to lay lack of participation:the school policy will comprise of engagement
things bare or clarify feedback requirement like the number of discussion posts

Messages: mass messages should be sent to learners to make cyber-bullying:stick to the college policy for cyber-bullying and track
announcements or notify them of any changes or updates. classroom discussions

Comments: instructors should comment on the discussion board and react

to the learners' posts. Whether on or off-track, comments are needed. innapropriate posts:classroom discussions should be tracked and irrelevant
Comments should also be added to the assignments to offer substantive posts are discarded from the discussion
feedback.
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References

AlYahya, M. S., & Norsiah, B. M. (2013). Evaluation of the effectiveness of training and

development: The Kirkpatrick model. Asian Journal of Business and Management

Sciences, 2(11), 14-24.
 Charles, Richardson, Satcher, Smith Wright 22

Desplaces, D., Blair, C. A., & Salvaggio, T. (2015). Do e-learning tools make a

difference. Quarterly Review of Distance Education Journal Issue: Volume 16#

4, 16(4), 23-34.

Dobre, I. (2015). Learning Management Systems for a higher education-an overview of

available options for Higher Education Organizations. Procedia-social and behavioral

sciences, 180, 313-320.

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Sage

Publications.

Jones, R. C. C. (2013). Keeping students engaged in the online classroom. Retrieved from

FacultyFocus. com.

Jones, R. C. C. (2013). Keeping students engaged in the online classroom. Retrieved from

FacultyFocus. com.

Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional

development. John Wiley & Sons.