Facilitating an online learning environment was considered to be an underestimated role.
Facilitators of online learning environments consistently report that greater cognitive
effort, a wider range and depth of skills and more time was required for effective
facilitation.
They also pointed out that an elegantly designed learning environment can fall over and
have less impact if the facilitator does not have the range of skills to engage with
learners and support them as they develop their own learning systems.
Online facilitation changes the role of the teacher. The role shifts from that of
information provider and teacher to that of a coach, an orchestrator of resources and a
leader and guide in the learning process.
Berge (1996) has divided the teacher's role into four broad categories:
- pedagogical
- social
- managerial
- technical
Pedagogical-this focuses on the academic process of achieving the learning
outcomes. It may include questioning, supporting, leading and pacing, providing
explanation and additional resources. Induction programs, the establishment and
maintainence of learning communities, group tutorials and individual feedback are all
emerging as important elements of an effective online learning environment.
Specific issues raised for online facilitation included:
- the lack of non-verbal cues which meant communication was more open to
misinterpretation. Feedback therefore required more thought.
- an increased expectation from learners that an instant technology meant instant
feedback. Learners were less tolerant of communication delays.
- an increase in 1:1 communication. Responses needed to be customised to individual
enquiries. However, a bank of Frequently Asked Questions (FAQs) was being established by
some facilitators.
- pacing, leading, questioning, encouraging all required more knowledge, thought and
effort.
Social - creating a friendly social environment in which a climate for learning
is promoted.
As learning is often a social activity, the establishment and facilitation of a
'learning community' is important.
Managerial - this keeping to the task, agenda, timetable, procedural rules and
decision-making norms and tracking student participation.
Technical - participants need to be comfortable with the system and the software in
use. The ultimate goal is to make the technology transparent so that the learner can
concentrate on the academic task at hand. A period of five weeks was a timeframe often
mentioned for learners new to the technology to become comfortable with it, thereby
enabling them to focus on learning. The achievement of learning outcomes was therefore
likely to need five extra weeks.
Issues being explored by facilitators were:
- where induction programs are positioned in the course
- the recognition of induction as a recognised unit of study on its own right.
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