1. Facilitating Effective
Distance Learning
A Training Program for
Distance Learning Facilitators
Erin Andrade, Marjorie Arner, Jasmine Beatty,
Jessica Gamble, Pamela Whitt, Tonya R. Winfield
University of Phoenix
CUR 532: Facilitating Online Learning
Gregory Jackson
November 22, 2021
3. Training Program Audience
Faculty who have: Knowledge Skills Experience
Face-to-face Instruction ✔ ✔ ✔
Distance Education X X X
Technology X X X
Learning Management Systems X X X
Student Engagement X X X
Content Delivery X X X
Facilitation of Remote Learning X X X
4. Program Goals
● Identify skills for an effective facilitator or trainer.
● Identify methods or strategies to develop and
implement successful online training instructions.
● Identify a variety of web tools to facilitate online
instructions.
● Identify strategies and learn for conducting
evaluations to measure the success of the program
and facilitator.
5. Program Objectives
● Trainers will be assessed to identify areas requiring additional training before facilitating online instructions.
● Trainers will research and identify the best strategies to use for online instructions and demonstrate
examples of each one.
● Trainers will demonstrate various web tools that are successful in online instructions, with examples.
● Trainers will describe uses of a variety of technology for effective communication, collaboration, and
engagement of the participants
● Trainers will use various tools for evaluation of the online instruction and trainers with examples of each tool
used.
9. Skills Needed to Create Effective Distant Learning
TPACK Model:
● Technological Knowledge
● Pedagogical/ Andragogical Knowledge
● Content Knowledge
Key Competencies:
● Technology
● Communication
● Administrative skills
● Online presence:
○ Create sense of community
○ Provide timely feedback and
student support
○ Monitor and assess learning
10. Strategies for Presenting Skills
● Mock Course
● Role Playing
● Reading Material
● Websites
● Videos
● Tutorials
11. Phases of Faculty Development
● Building a knowledge base
● Observing Models and Examples
● Reflecting on your practice
● Changing your practice
● Gaining and sharing expertise
12. Theories of
Distance Learning
Description of Theories
● Theories of Independence and
Autonomy
● Theories of Industrialization of
Teaching
● Theories of Interaction and
Communication
13. Theories for Engaging Distance Learners
Theory of Transactional Distance
● Blended format - combine synchronous and asynchronous formats
● Virtual meetings and class discussions
Community of Inquiry Model
● High levels of interactions
● Discussion boards, blogs, wikis, virtual meetings
15. Learning Platforms
Canvas: Learning Management System (LMS):
● Present information
○ Studio, Pages, Vitalsource, Assignments,
Announcements
● Conduct class discussions
○ Discussion Board, Zoom, Microsoft
Teams
● Conduct private discussions
○ Messages (email), Zoom, Teams
● Receive assignments
○ Canvas, Speedgrader
● Provide assignment feedback and grades
○ Canvas, Speedgrader, Email
16. Technology & Tools that Enhance Learning
A fun quiz game Graphic design platform Communication app for teams
17. Tools Used for Student Collaboration
1. Google meet, Facetime, Duo, and Zoom are live video conferencing
applications students use to meet and talk in a virtual space.
2. Mobile group messaging allows teams to communicate in the same
messaging thread.
3. LMS team discussion allows students to communicate with each other in
the learning management system.
19. Differences in Distance Learners
Cultural
● Language
● Values
● Individual vs.
Community
Experiential
● Technology
● Digital Literacy
● Demographics/Life
Experience
Prior Learning
● Traditional vs.
Nontraditional
● Knowledge & Skills
● Attitudes & Beliefs
● 2020 Trends in Online Student Demographics Report (Best Colleges)
20. Synchronous vs. Asynchronous Facilitation Skills
In the digital era that we live in, we are overwhelmed by new learning technologies. All these
new technologies have one thing in common; they support asynchronous learning (Priscila,
2021).
Synchronous learning Asynchronous learning
Traditional classroom Recorded class
Instant messaging E-mail
Immediate feedback from instructor and peers Sending a question and waiting for an answer
Phone call Recorded voice message
In-person training Online training courses (without live video)
Live webinar Recorded webinar
Group-paced Self-paced
Same time Different times
21. Technology Management Issues & Resolutions
Tuning out the teacher/not paying attention
Netop- Classroom management software that prevents student’s from tuning out the
room.
Viewing websites not allowed- the classroom management software blocks websites not
permitted during that particular time.
Not working on assignments- Netop classroom management software allows the
instructor to view what all of the registered students are viewing for close monitoring.
A quick message from the teacher to any student’s screen is how the folks at Netop say
the is the first course of action for problems in class.
22. Incorporating Classroom Management
Issues & Resolutions
1. Set expectations and boundaries on first day
2. Consider school policies when drafting a classroom management plan
3. Consistency with boundaries and expectations
4. Use verbal and non-verbal reinforcement
5. Hand out a planned syllabus to the class on the first day
6. Know the students in the whole class
7. Teach engaging content to encourage positive behaviour
8. Decide, pick, and publish consequences for actions for all students to agree to
and sign ("8 Steps to Set Up an Effective Classroom Management Plan," 2021)
23. References
American Library Association. (n.d.). Digital literacy. Retrieved from ALA’s Digital Clearinghouse:
https://literacy.ala.org/digital-literacy/
Bearman, M., Dawson, P., Boud, D., Bennett, S., Hall, M., & Molloy, E. (2016, October 11). Support for Assessment Practice:
Developing the Assessment Design Decisions Framework. Monash University. Retrieved November 23, 2021, from
https://research.monash.edu/en/publications/support-for-assessment-practice-developing-the-assessment-design-.
Classroom Management Issues Related to Tech and How to Solve Them. (2019).
https://www.netop.com/vision/blog/classroom-management-issues-related-to-tech/
8 Steps to Set Up an Effective Classroom Management Plan. (2021).
https://www.positiveaction.net/blog/classroom-management-plan
Falloon, G. (2011). Making the connection: Moore's theory of transactional distance and its relevance to the use of a
virtual classroom in postgraduate online teacher education. JRTE, 187-209.
24. References
Five Phases of Professional Development. (2021).
https://www.readingrockets.org/article/five-phases-professional-development
Latanich, G., Nonis, S. A., & Hudson, G. I. (2001). A Profile of Today’s Distance Learners: An Investigation of Demographic
and Individual Difference Variables of Distance and Non-Distance Learners. Journal of Marketing for Higher Education,
11(3), 1–16. https://doi.org/10.1300/J050v11n03_01
Pandey, A. (2020). How to Use Employee Training Metrics to Measure Training Effectiveness and Impact.
https://trainingindustry.com/articles/measurement-and-analytics/how-to-use-employee-training-metrics-to-measure-
Training
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3),
166-190. doi: 10.24059/olj.v21i3.1225
Priscila, (2021). Synchronous vs. asynchronous learning: what's the difference.
https://www.easy-lms.com/knowledge-center/lms-knowledge-center/synchronous-vs-asynchronous-learning/item10387
25. References
Roddy, C., Amiet, D. L., Chung, J., Holt, C., Shaw, L., McKenzie, S., . . . Mundy, M. E. (2017). Applying best practice online
learning, teaching, and support to intensive online environments: an integrative review. Frontiers in Education, 1-9.
Rogers, P.L., & Berg, G.A. (2009). Encyclopedia of Distance Learning (2nd ed.). IGI Global . 10.4018/978-1-60566-198-8
Tangy., Hew, K. F. (2020). Does Mobile Instant Messaging Facilitate Social Presence in Online Communication? A two-stage
study of higher education students. International Journal of Educational Technology in Higher Education, 17:15
https://doi.org/10.1186/s41239-020-00188-0
2020 Trends in online demographics. (2020). Retrieved from Best Colleges:
https://www.bestcolleges.com/app/uploads/2021/07/BestColleges_Student-Trends-Report-2020.pdf
What is Canvas? (2021). Retrieved from Instructure Community:
https://community.canvaslms.com/t5/Canvas-Basics-Guide/What-is-Canvas/ta-p.45
Zhampeissova, K. Kosareva, I., Borisova, U. (2020). Collaborative Mobile Learning with Smartphones in Higher Education.
International Journal of Interactive Mobile Technologies, 14(21), 4-18. https://doi.org/10.3991/ijim.v14i21.18461
Bearman, M, Dawson, P, Boud, D, Bennett, S, Hall, M & Molloy, E 2016. Support for assessment practice: developing the Assessment
Design Decisions Framework. Teaching in Higher Education, 21(5), pp. 545-556.
Notes de l'éditeur
This training program is designed for higher education faculty who have no experience in distance education. It is assumed that faculty have skills needed to facilitate face-to-face instruction in a traditional classroom environment, though skills may vary according to experience. These skills include the ability to problem-solve, use critical thinking, communicate clearly and concisely, provide leadership, and apply research skills as these are essential to the role of teaching in higher education whether in distance learning or face-to-face instruction. It is assumed that faculty trainees in this program have little or no knowledge, skills, and experience in distance learning technology including learning management systems or how to engage learners, deliver instruction, and facilitate learning remotely. This training program is designed to prepare faculty with the knowledge and skills needed to be an effective distance learning facilitator.
Training program goals are necessary for the development of the trainers or facilitators, and it is an excellent way to improve your training programs.
When training people there needs to be clear and concise information provided. Once the program is completed the feedback you receive from participants shows if the information was good, bad or indifferent. Watching the people that were part of the training perform with the information that they were provided also lends to the effectiveness of the program. (Pandey, 2020).
Measuring the success of the program can be completed by the people who use it most and those that it has helped. The feedback from managers and employees allows the company to see if the program they are using is training them to the standards that the company has put forth. Assessing the information after implementation can give you the results if the program is working or if something need to be changed (Pandey, 2020).
The Technological Pedagogical Content Knowledge (TPACK) model, developed by Mishra and Koehler (2006) integrated technology, content knowledge, and pedagogy into a meaningful framework that can be applied when considering important skills needed to facilitate effective distance learning (Roddy et. al., 2017).
Adequate technological skills are needed to manage the Learning Management System (LMS), deliver content, assess learning, and resolve technology-related problems which may impact learners’ access to learning materials.
Effective communication in a distance learning environment relies on timely and clear interactions through various formats including email, online discussions and announcements, and feedback on assignments.
Administrative skills such as time management, organization, and flexibility are essential to creating a streamlined online course.
Establishing a sense of presence helps to create a sense of community. A sense of belonging is a “key component that impacts student engagement and can act as a buffer against attrition” (Oomen-Early and Murphy 2008, as cited in Roddy et. al., 2017). Providing timely feedback and student support involves monitoring student progress, responding to questions resolving of problems in a timely manner, and assessing learning in an online environment.
Strategies for Presenting Skills:
This training utilizes a variety of training tools and activities to help faculty gain the skills needed to be effective distance learning facilitators. A mock course provides hands-on training and includes opportunities for role-playing so trainees can practice how to manage an online course, engage and interact with learners, and find solutions to common problems that occur in an online learning environment. A selection of reading material and websites provide practical tips and theoretical knowledge about adult learners and online courses. Videos and tutorials, such as the ones displayed below, offer training tips and strategies for using technology in distance learning.
Top 10 Web Tools for Teaching in 2021
How to Create Animated Videos for PowerPoint: Beginner’s Guide
Top 5 Apps to Make Virtual Lessons Interactive
Faculty development better known as professional development. Building knowledge and understanding the areas that help create the faculty grow and excel are part of the professional areas that are developed. Faculty can reach their goals and potential by implementing these practices. ("Five Phases of Professional Development," 2021).
Distance learning can be seen as a complement to conventional learning. Keegan (1986), classified distance learning theories into three groups and are defined as a systematic order of ideas about distance learning (Rogers & Berg, 2009).
Theories of Independence and Autonomy: No one is forcing you to do do this type of learning, you do not have to accept the help of others or their resources
Theories of Industrialization of Teaching: The distance learning is based on the effectiveness of the teaching. Offer more choices in courses, formats and methodologies
Theories of Interaction and Communication: The theory is based on the value of the teaching and how it is related to the learners feelings of comfort and belonging
Michael G. Moore, in his Theory of Transactional Distance, posits that distance learning can “lead to communication gaps, a psychological space of potential misunderstandings between the behaviors of instructors and those of the learners” (Moore & Kearsley, 1996, p. 200, as cited in Fallon, 2011). According to Moore, interaction between the facilitator and learners takes three factors into account: dialogue, structure, and learner autonomy. An example of how to apply this theory to engage students might be incorporating a synchronous learning experience in the course. This could be achieved through a hybrid or blended teaching format, or by using a virtual classroom such as Google classroom or virtual meeting software (Zoom, Skype) to conduct live meetings and discussions or hangout rooms.
The “community of inquiry” model for online learning environments developed by Garrison, Anderson & Archer (2000) is based on the concept of three distinct “presences”: cognitive, social, and teaching (Picciano, 2017). This model views online and blended courses as active learning environments or communities of sharing ideas and information. Facilitators can use this model to engage learners by keeping them highly interactive through the use of discussion boards, blogs, wikis, and virtual meetings.
Learning Platforms
Definition of Learning Management System:
Faculty will use Canvas, which is a web-based learning management system, or LMS. Faculty and students will use the LMS to access and manage online course learning materials and to communicate about course objectives and learning achievements. Using the customizable course creation and management tools, course and user analytics and statistics, and internal communication tools, facilitators and administrators will be able to upload online training content, structure and assign courses to learners, analyze participation, grade and assess student work, and provide learners with feedback (What is Canvas?, 2021). All facilitators will complete training in Canvas to learn about its features and processes.
Processes facilitators will use to present information, such as lectures or videos, conduct private and class discussions, receive assignments, and provide assignment feedback and grades:
Present information, such as lectures or videos
Faculty will use Studio (an app in Canvas) to upload and/or record videos and lectures
Media stored in Studio can be embedded into Canvas Pages which students can access under their course module
Additional resources, such as web links and file uploads can be added to Pages, under Course Resources, or in the instructions for each assignment
E-books contained in Vitalsource Bookshelf can be linked to and/or embedded in Canvas
Conduct class discussions
Faculty will post a weekly discussion prompt in the Canvas Discussion Board and monitor student discussions
Faculty will have the option to hold virtual meetings using Zoom or Microsoft Teams:
First, set up the meeting in Zoom or Teams to retrieve the access link
Then, copy and paste the access link into a Canvas Page or Announcement post along with meeting details, such as the date and time of class meeting
Conduct private discussions
Use the messaging feature in Canvas to email students privately
Use Zoom or Teams to meet with students individually
Receive assignments
Students will upload assignments into Canvas
Faculty will access assignments in Speedgrader by selecting the assignment or by selecting the student
Provide assignment feedback and grades
Faculty can enter comments for each student in Speedgrader, comment directly on uploaded student work, or send private messages to students with feedback
Faculty will use rubrics to grade assignments
A host of collaborative mobile communication applications have emerged in recent years. According to Zhampeissova, Kosareva, and Borisova (2020), “in the case of optimal organization of communication between teachers and students, mobile-learning promotes the development of better student-teacher cooperation and contributes to the full involvement of learners in the educational process” (p. 5). It is crucial to keep students engaged in a fun, easily accessible way to create the possibility of reaching all learning goals and objectives.
Kahoot is a fun game students play to answer questions created by the school or organizations facilitator. It has fun sounds, vibrant colors, and scores players at the end of the game. Students can see if they are in the top three learners at the end of the quiz. The questions are multiple choice and are best used for study before an actual assessment in the learning management system their school or organization provides.
Canva is a great graphic design platform for students new to creating content or students who are savvy in this area. Infographics are popular requirements for online learning environments today. Additionally, students can create blogs, newsletters, presentations, and a various array of graphic course requirements. Using this type of platform can enhance creativity in the online classroom and engage a learner cohort and instructors in a positive way.
Slack is very popular in remote learning and the business community. It allows learners and professionals to have a group communication that incorporates specificity. In Slack, you can label conversations. In example, my work slack has categories call fun, gratitude, work, general, student daily activity, and teams by grade level. This is efficient because team members do not have to read and be alerted for every message, simply the threads of the Slack they follow.
Sometimes in online learning you simply need to see each other face to face or talk directly with a specific group not the entire cohort. According to Tang and Hew (2020), “online social presence supports student learning by making group interactions more appealing and has become a central concept in computer-mediated communication” (p.1). Google meet, facetime, duo and other visual communication forms allow a personal connection for students and teams. In the evolving, soon-to-be post-covid world, personal connection will be needed to help people and global economies continue to develop. In the learning environment, when a report or assignment is due team members can communicate in real time about content and deadlines. Additionally, they can share information and support each other to complete assignments. Communication in the LMS platform provides a receipt to the instructor that team members or learners are on task. This provides the facilitator with the opportunity to come in to the discussion and offer support and suggestions that support clarity of assignments and completion.
Differences in Distance Learners
Over the years distance learners have been characterized as “adult women with children”, “working adults”, adult learners “who live more than 100 miles away from the nearest college or university”, or adult learners who seek the “convenience and flexibility” that online courses tend to provide (Latinus, et. al., 2001). As distance learning has changed the profile of the typical distance learner has evolved and expanded. Facilitators of today’s distance learning courses will find many differences among those who enroll to take these courses. These differences affect how learners receive and process information, how they communicate and interact with faculty and peers, and how much and how often they participate in class activities. Facilitators should consider the following differences in distance learners when planning classroom management strategies:
Cultural
Language
English fluency in speaking, reading, and writing varies among learners from diverse cultural backgrounds
Language barriers are common sources of communication problems
Educational values
Culture plays a part in shaping and influencing one’s values toward education
The degree to which education is valued can impact one’s ability and/or willingness to learn (or take the initiative to learn in a self-directed learning environment)
Attitudes toward individual vs. community learning
Collectivist cultures value the importance of the community, while individualist cultures focus on the needs and concerns of the individual
Learners from collectivist cultures may be more willing to participate in group discussions and projects than learners who are from cultures that value individualism
Experiential
Technology
Some learners have access to better technology than others
The degree of technical-competency will vary among learners
Digital literacy
The American Library Association (ALA) defines digital literacy as "the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills" (n.d.).
Many factors contribute to digital literacy: environment, infrastructure, experience, education, etc., and digital literacy can impact learning
Demographics and personal life experiences
Demographics and life experience contribute to the adult learning experience
Best Colleges’ 2020 Trends in Online Student Demographics Report provides insight into who is enrolling in online courses and why
https://www.bestcolleges.com/app/uploads/2021/07/BestColleges_Student-Trends-Report-2020.pdf
Prior learning experiences
Traditional vs. nontraditional learners
Learners with mostly traditional learning experience may have a harder time adjusting to a distance learning format
Learners with nontraditional learning experience may have an easier time connecting to their peers and understanding the structure of the distance learning course
Knowledge and skills
Learners will have different levels of course-related knowledge and skills and different abilities in online learning
Facilitators can use pre-assessments or surveys to determine prior learning experience and learning needs
Attitudes and beliefs about learning
Experience shapes attitudes and beliefs about learning positively and negatively, which in turn shapes learners’ perception (and preconceptions) of the online learning experience
Savvy facilitators can manage negative attitudes and beliefs with variety in learning materials, regularly and personal feedback and interaction, and by promptly and thoroughly addressing students complaints, problems, and concerns
If synchronous learning takes place at the same time, asynchronous learning refers to the opposite. The instructor, the learner, and other participants are not engaged in the learning process at the same time. There is no real-time interaction with other people. (Pricila, 2021). Participants can learn at their own preferred pace in asynchronous learning, with less work for HR management and trainers. In synchronous learning, interaction between students is present. In synchronous learning students share experiences with each other with real-time feedback for the instructor and training is on a fixed schedule (Pricila, 2021).
Netop- Classroom management software. This software allows the teacher to freeze the screens of the students so that the students do not tune out the room and get lost in the computer screens. This software also blocks websites that are not conducive to the lecture/lesson. The software allows the teacher to view each students screen at any time for micro-monitoring.
1. Setting expectations like when to raise hand on first day establishes the role of the educator. 2. Your school has a specific management policy already in place to create discipline while learning. 3. To be the best for your students, you need to be the best you-set consistent boundaries. 4. To maintain positive behavior in the whole class, your students need to remember and understand what positive behavior is (and what’s not). 5. Having a planned syllabus creates an impression on students.6. Understanding your students can help manage their behavior or prevent behavior problems. 7. The majority of bad student behavior happens when the learners are bored. 8. Without consequences (or waiting too long for them), you risk becoming permissive, so you’ll want to pick effective consequences. ("8 Steps to Set Up an Effective Classroom Management Plan," 2021)
