• Identify two skills that a facilitator should have to be effective in distance learning. • Explain why you selected these two skills. • Within each skill, do the following: • Discuss the type of training the facilitator needs to achieve each skill. • Identify which phase of development the training you have identified supports. See Chapter 2 for the different phases of online faculty development. • Include criteria demonstrating mastery of each skill. Note: this could be represented as a rubric, or a checklist. Refer to the assigned readings for this week to help identify your criteria of mastery.

1. Effective
Facilitators
Latina White
CUR 532
University of Phoenix

2. Introduction
Identify two skills a facilitator should have
in distance learning effectiveness
 Communication Skills
 Technology Awareness
An explanation of communication and
technology awareness are discussed. They
are detailed why they were selected, what
type of training is needed to achieve the
skills, which phase of development
supports each skill and a rubric for criteria
mastery of each skill.

3. Skills For Effective
Distance Learning
Communication skills
 Written (most common for online
purposes)
 Visual( animation, presentations, video)
Technology awareness
 Computers
 Updated operating system and devices

4. Skills For Effective
Distance Learning
cont.
Communication skill and technology awareness are two
of the chosen skills facilitators should have to be
effective in distance learning. Communication is a key
element in conveying messages from one person or
thing to another. Proper communication in distant
learning will simplify discrepancies occurred while
trying to understand/grasp concepts. The awareness of
technology must be a skill understood by the facilitator
since the communication among student and teacher
will not be a face-to-face interaction, but it will consist
of using different methods of electronic devices for
communicating which keeps a bond for engaging
learning.

5. Training Needed To
Achieve Skill
Communication
 Clear Instructions
 Advanced Writing skill
This Photo by Unknown Author is licensed under CC BY

6. Training Needed To
Achieve Skill cont.
Communication
To achieve and make great use of communication skills for online education
requires the facilitators to align the instructions with the objectives of the
course with time frames. An instructor should not assume that a student
knows what is being asked of them. Therefore, an instructor must be specific,
explain the purpose of the task and for added assurance provide examples.
(2020)
Having clarity is imperative when using writing skills. Arrange the thoughts
and resources before drafting the text. This way only the specific details will
be included then review and revise if necessary. (Half, 2018)
Online instruction requires the same foundations as a traditional setting;
however, they are accompanied with technologies and systems to produce an
environment conducive to ideal learning. (2020) Teachers needing support to
become successful at teaching online can visit The National Education
Association (NEA). There are guidelines that support systems beneficial to
online teaching environment. (2020)
This Photo by Unknown Author is licensed under CC BY

7. Training Needed To
Achieve Skill
Technology awareness
 Online resource/Computer usage
 Copyright violations
 Etiquette
This Photo by Unknown Author is licensed under CC BY-NC-ND

8. Training Needed To
Achieve Skill cont.
Technology awareness
A skill in technology awareness for online facility is being computer savvy. A
teacher should know their way through and around different software and
programs on the computer because it is a valuable resource for online
educating. The computer has transformed education making various ways to
deliver the instructional plan. (Wong-Shing, 2019).
A teacher should be aware of copyright laws that apply to online learning
material. Permission is not needed for fair use, but The Technology, Education
and Copyright Harmonization Act (TEACH) focuses on copyrighted material and
states the conditions would be acceptable to use. (Antonetti & Zittoun,
2020).
A skill a teacher requires is to perform/lead with proper online etiquette.
Etiquette lays a foundation of classroom norms for the interaction
amongst the participates with respect and ground rules that reflect the
teaching styles. For example, do not use all caps, that means you are
yelling. Sarcasm will come off as rudeness, avoid these actions and think
your response prior to typing and press respond. (Brooks, 2019).
This Photo by Unknown Author is licensed under CC BY-NC-ND

9. Phase of Development
Support
Communication Skills
•Novice-those faculty who have never taught online and who may or may not have taken an online course as a student but
have consistently posted a syllabus online and have used some communications technologies to supplement their face-to-
face teaching.
•Apprentice-those faculty who have taught online for one or two terms. They may have taught more than one course per
term. They are developing an understanding of the online environment and the skills required to teach online.
•Insider-those faculty who have taught more than two semesters online and have taught more than one course per term.
They feel comfortable in the online environment, are proficient with course management technology, and understand the
skills needed for online teaching. They may have designed one or more online courses.
•Master-those faculty who have taught online for multiple terms and have designed several online courses. They have
mastered the technology required to teach online and are likely to have integrated technology beyond the course
management system into their teaching. They feel extremely comfortable with the skills required to teach online and can be
called upon for peer support for newer online faculty

10. Phase of Development Support
Technology Awareness
•Visitor-those faculty who have toyed with the idea of technology integration in their face-to-face classes and who may have posted a
syllabus or assignments online or used e-mail for assignment completion (Palloff & Pratt, 2011, p.20)
•Novice-those faculty who have never taught online and who may or may not have taken an online course as a student but have
consistently posted a syllabus online and have used some communications technologies to supplement their face-to-face teaching.
•Apprentice-those faculty who have taught online for one or two terms. They may have taught more than one course per term. They
are developing an understanding of the online environment and the skills required to teach online.
•Insider-those faculty who have taught more than two semesters online and have taught more than one course per term. They feel
comfortable in the online environment, are proficient with course management technology, and understand the skills needed for
online teaching. They may have designed one or more online courses.
•Master-those faculty who have taught online for multiple terms and have designed several online courses. They have mastered the
technology required to teach online and are likely to have integrated technology beyond the course management system into their
teaching. They feel extremely comfortable with the skills required to teach online and can be called upon for peer support for newer
online faculty

11. Communication Skill Technology Awareness
Excellent A
(90-100)
A substantial comprehension
gasp of concept is
understood
An awareness of various forms of technology
systems and demonstrates the relevance for online
facilitation
Superior B
(80-89)
A thorough grasp of
concepts is understood
An awareness at navigating programs and
demonstrating importance of it for online facilitation
Satisfactory C
(70-79)
A basic grasp of concepts is
understood
Able to assess awareness concepts without
exhibiting alternative productive option for learning
enhancements

12. Conclusion
There are many skills an online facilitator needs to conquer to
become competent at being efficient teachers. Of those many skills
two are scrutinized, communication skills and technology
awareness. The details of why those two were selected, the type of
training needed achieve those skills, which phase of development
supports each skill and a rubric for criteria mastery of each skill is
created.

13. Reference
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