1. Important Skills for theImportant Skills for the
Online FacilitatorOnline Facilitator
CUR 532CUR 532
June 13, 2015June 13, 2015
LaTosha WilsonLaTosha Wilson
Professor M. MedinaProfessor M. Medina
Establishing PresenceEstablishing Presence andand
Constructive FeedbackConstructive Feedback

2. Facilitating an Online ClassFacilitating an Online Class
As a learning leader, it is important thatAs a learning leader, it is important that
the instructor connects with the learner tothe instructor connects with the learner to
ensure a successful learning experience. Whileensure a successful learning experience. While
there are several characteristics an onlinethere are several characteristics an online
facilitator must possess, two important skills arefacilitator must possess, two important skills are
establishing your presence in the classroomestablishing your presence in the classroom
and providing constructive feedback to theand providing constructive feedback to the
learner. Both skills if executed properly resultslearner. Both skills if executed properly results
in an engaging learning environment that isin an engaging learning environment that is
rewarding for both the learner and classrewarding for both the learner and class
facilitator.facilitator.

3. Two Important Skills of theTwo Important Skills of the
Online FacilitatorOnline Facilitator
 Online Presence-Online Presence- Presence in the onlinePresence in the online
classroom experience can be defined asclassroom experience can be defined as
“Being there and being together.” (Samuel,“Being there and being together.” (Samuel,
2014)2014)
 Constructive Feedback-Constructive Feedback- ConstructiveConstructive
feedback from the instructor are commentsfeedback from the instructor are comments
to the students that lead to improvementto the students that lead to improvement
and motivation.and motivation.

4. Online Faculty PresenceOnline Faculty Presence
Online faculty presence is important for theOnline faculty presence is important for the
online facilitator. The task of the learningonline facilitator. The task of the learning
leader is to bring life to the online class andleader is to bring life to the online class and
bridge gaps between learners. As an onlinebridge gaps between learners. As an online
adult learner, this skill is important as theadult learner, this skill is important as the
instructor engages, motivates and connectsinstructor engages, motivates and connects
learners to enhance the learning experience.learners to enhance the learning experience.
“If you want your students to be engaged, you“If you want your students to be engaged, you
must model the type of behavior you seek”must model the type of behavior you seek”
(Pelletier, 2013).(Pelletier, 2013).

5. Constructive FeedbackConstructive Feedback
The concept of constructive feedback can beThe concept of constructive feedback can be
summarized as the instructor reaching out to follow upsummarized as the instructor reaching out to follow up
and to encourage improvement. This concept isand to encourage improvement. This concept is
important in the online classroom as students blossomimportant in the online classroom as students blossom
in an environment where they are guided, and arein an environment where they are guided, and are
provided an opportunity to grow and learn from errors.provided an opportunity to grow and learn from errors.
‘‘The component of teaching presence known as “directThe component of teaching presence known as “direct
instruction” includes assessment of the effectiveness of theinstruction” includes assessment of the effectiveness of the
learning process and provision of constructive, criticallearning process and provision of constructive, critical
explanatory feedback that allows students to understand theirexplanatory feedback that allows students to understand their
mistakes and clarify and expand their ideas, not only withinmistakes and clarify and expand their ideas, not only within
the conference discourses of the class community but alsothe conference discourses of the class community but also
through individualized feedback between instructor andthrough individualized feedback between instructor and
learner”learner” (Garrison, Anderson & Archer, 2000; Arbaugh &(Garrison, Anderson & Archer, 2000; Arbaugh &
Hwang, 2006).Hwang, 2006).

6. Three Developmental PhasesThree Developmental Phases

7. Self AssessmentSelf Assessment
The faculty will explore and identify currentThe faculty will explore and identify current
skills and knowledge required to succeed at the onlineskills and knowledge required to succeed at the online
teaching process. “Like the classroom instructor , theteaching process. “Like the classroom instructor , the
online instructor needs a training approach thatonline instructor needs a training approach that
addresses where, he or she is n the process ofaddresses where, he or she is n the process of
developing skills for online teaching-one size does notdeveloping skills for online teaching-one size does not
fit all” (Palloff and Pratt, 2011).fit all” (Palloff and Pratt, 2011).

8. Adequate Faculty TrainingAdequate Faculty Training
Continuous process improvement is the key toContinuous process improvement is the key to
organizational success. Sufficient training for onlineorganizational success. Sufficient training for online
faculty will ease tension and allow faculty to becomefaculty will ease tension and allow faculty to become
comfortable teaching their way. “One of the goals ofcomfortable teaching their way. “One of the goals of
training for online teaching should be to model thetraining for online teaching should be to model the
types of teaching techniques that a faculty might usetypes of teaching techniques that a faculty might use
in their own classes. Active, collaborative means ofin their own classes. Active, collaborative means of
training faculty will help promote the development of atraining faculty will help promote the development of a
faculty learning community that can continue to servefaculty learning community that can continue to serve
as a support as faculty begin to teach online” (Palloff,as a support as faculty begin to teach online” (Palloff,
et. al., 2011)et. al., 2011)

9. Establish a Faculty MentoringEstablish a Faculty Mentoring
ProgramProgram
Develop a program permitting experiencedDevelop a program permitting experienced
online faculty to mentor, train and prepare new facultyonline faculty to mentor, train and prepare new faculty
through the online teaching process. “By workingthrough the online teaching process. “By working
within a learning community focused on onlinewithin a learning community focused on online
learning, faculty members can experience the benefitslearning, faculty members can experience the benefits
of online work and can translate those into their onlineof online work and can translate those into their online
teaching” (Palloff, et al., 2011). Faculty who commit toteaching” (Palloff, et al., 2011). Faculty who commit to
mentor new faculty empower leaning leaders, andmentor new faculty empower leaning leaders, and
develop their own skills all at the same time. Iron willdevelop their own skills all at the same time. Iron will
sharpen iron which results in a durable online program.sharpen iron which results in a durable online program.

10. Training to Support OnlineTraining to Support Online
Teaching SkillsTeaching Skills
To ensure faculty are fully prepared to excel inTo ensure faculty are fully prepared to excel in
the online teaching experience twothe online teaching experience two
essential concepts must be provided:essential concepts must be provided:
1)1) Various TrainingVarious Training Opportunities in MultipleOpportunities in Multiple
facets. Organizations must providefacets. Organizations must provide
“flexible” sufficient training that will allow“flexible” sufficient training that will allow
growth and enhancement for all faculty.growth and enhancement for all faculty.
2) The Development of2) The Development of Faculty MentoringFaculty Mentoring
Programs- Implement a program toPrograms- Implement a program to
promote faculty relationships that increasepromote faculty relationships that increase
trust and support to motivate facultytrust and support to motivate faculty
enhancement.enhancement.

11. Patricia Pelletier quotes inPatricia Pelletier quotes in What OnlineWhat Online
Teachers Need to KnowTeachers Need to Know "One of the most"One of the most
effective types training I have found is toeffective types training I have found is to
enroll in an online course yourself. this willenroll in an online course yourself. this will
give you the opportunity to experience what itgive you the opportunity to experience what it
feels like to be the learner..." ( 2013).feels like to be the learner..." ( 2013).
Perfection is the result of practice, the morePerfection is the result of practice, the more
an online facilitator participate in the processan online facilitator participate in the process
the better they facilitate. The more you teach,the better they facilitate. The more you teach,
establishing presence and constructiveestablishing presence and constructive
feedback will be developed. Continue to signfeedback will be developed. Continue to sign
on!on!

12. ReferencesReferences
Garrison, D., Anderson, T., & Archer, W. (2000).Garrison, D., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-basedCritical inquiry in a text-based
environment: Computer conferencing in higher educationenvironment: Computer conferencing in higher education. Internet and Higher Education, 2(2-. Internet and Higher Education, 2(2-
3), 87-105.Grandzol, J.,3), 87-105.Grandzol, J.,
Palloff, R., & Pratt, K. (2011). The Excellent Online Instructor. Strategies for
Professional Development.. Retrieved from
https://newclassroom3.phoenix.edu/Classroom/#/contextid/OSIRIS:49045299/context/co/view/act
ivityDetails/activity/7178e3c2-0405-4138-998c-990c96fffd75/expanded/False.
Pelletier, P. (2013, September). What Online Teachers Need to Know. Faculty
Focus, (), . Retrieved from http://www.facultyfocus.com/articles/online-education/what-online-
teachers-need-to-know/
Samuel, A. (2014) HOW DO FACULTY CREATE PRESENCE IN THE ONLINESamuel, A. (2014) HOW DO FACULTY CREATE PRESENCE IN THE ONLINE
LEARNING ENVIRONMENT?LEARNING ENVIRONMENT? [PowerPoint slides]. Retrieved from AAACE ConferenceRetrieved from AAACE Conference
http://www.aaace.org/assets/2014/Conference-Presenter-Materials/anita%20samuel.pdfhttp://www.aaace.org/assets/2014/Conference-Presenter-Materials/anita%20samuel.pdf