FACILITATOR TRAINING PROGRAM

Corporate Training in an Online Environment

Facilitator Training Handbook

Created by Manuel De Leon
1

CUR/532
7 March 2016
Danene Mims

Table of Contents
HOW TO USE THIS MANUAL....................................................................................................3
WHO IS THIS PROGRAM FOR?................................................................................................4
PROGRAM GOALS...................................................................................................................... 4
TRAINING OBJECTIVES............................................................................................................... 5
FACILITATOR SKILLS AND INSTRUCTIONAL MATERIALS....................................................6
TRAINING MATERIALS.................................................................................................................6
THEORIES OF DISTANCE LEARNING.............................................................................................6
ENGAGEMENT THEORIES............................................................................................................ 7
PHASES OF DEVELOPMENT FOR DISTANCE LEARNING FACILITATORS.............................................7
ROLLS AND SKILLS OF EFFECTIVE DISTANCE LEARNING FACILITATORS............................................8
MANAGEMENT AND TECHNOLOGY TOOLS...........................................................................9
MENTORING GOALS...................................................................................................................9
MENTOR SELECTION.................................................................................................................. 9
CORPORATE MENTORING TRAINING PROGRAM............................................................................9
MENTOR COMPENSATION..........................................................................................................10
MANAGEMENT AND EVALUATION PROGRAMS..............................................................................10
EVALUATING FACILITATORS........................................................................................................11
LEARNING PLATFORM-LEARNING MANAGEMENT SYSTEM (LMS).................................................11
ENHANCING LEARNING THROUGH TECHNOLOGY/MEDIA TOOLS....................................................11
ISSUES AND CLASSROOM MANAGEMENT..........................................................................13
STUDENT COLLABORATION TOOLS............................................................................................13
DIFFERENCES IN DISTANCES LEARNERS....................................................................................14
SYNCHRONOUS VS. ASYNCHRONOUS FACILITATION SKILLS.........................................................16
CLASSROOM MANAGEMENT ISSUES/SOLUTIONS.........................................................................17
REFERENCES.......................................................................................................................... 19
ATTACHMENT A: EXAMPLE OF CHECKLIST FOR ONLINE INTERACTIVE LEARNING
(COIL)........................................................................................................................................ 22

How to use this Manual

PDF option
This manual was designed to also work as a PDF document for mobile devices such as cell
phones, tablets and laptops. To get the PDF version of this document, contact the author at
ammo.vette@gmail.com .
Internet Road Trip
To enrich the learning experience, there are links to videos that will provide additional
clarification of the material located in this handbook. In the event the hyperlinks are not
working, notify your instructor at the email mentioned above.

Chapter
Who is this program for?
"Online learning is not the next big thing, it is the now big
thing. - Donna J. Abernathy, past editor of Training +
Development Magazine (1999)

This 3-day facilitator-training program is designed with the corporate trainer in mind, particularly,
trainers with visitor-level (none) experience in an online environment. This manual is provided to
assist the corporate trainer learn new concepts in online training through a synchronous methodology.

Program Goals
Key Elements
The purpose of this program is to provide the
necessary training to the Corporate Trainer so that he or she
may develop the key elements of an excellent online
facilitator, to include the ability to:(Pratt & Palloff, 2011):
Define the difference

between online and face-to-face instruction

Commit to online learning

& master the online environment to effectively conduct an online course
Establish an online
presence and encourage the learners to do the same
Promote community and
collaboration by everyone in the online learning environment
Respect learners as
partners in the learning process
Maintains flexibility,
compassion, responsiveness and integrity in action

This course is divided into three days in which the objectives, written in ABCD fashion, will
focus on the following elements below. This program will assess learning progress through the
Day 1. Understanding Facilitating and Establishing Online Presence
Day 2. Engaging Learners and Creating Community
Day 3. Develop and Facilitate Online Courses

Training Objectives
Day 1. Understanding Facilitating and Establishing Online Presence
1a.
1b.
1c.
1d.
1f.
1e.

List the different roles between a Trainer and Online Facilitator.

List the attributes associated with effective online facilitators.
Identify skills required of online facilitators
Identify strategies to establish an online presence in an e-learning environment
Identify practices for establishing expectations in an online classroom (Revak, 2014).
Identify and explain three theories involved with e-learning

Day 2. Engaging learners and creating Community

2a.
2b.
2c.
2d.
2e.
2f.

Create an online classroom policy letter

Using a Rubric, develop thought-promoting discussion questions
Identify types and location of student assistance programs
Explain the value of collaborative tools, such as Evernote, blogs, and Google Drive
Explain three types of technologies that foster online learning
Create an effective introduction statement for an e-learning environment

Day 3. Develop and Facilitate Online Courses

3a.
3b.
3c.
3d.

Post several types of information on Litmos

Identify factors/solutions that contribute to online controversy
Explain three types of distance learners
Explain cyber bullying

Assessment
At end of each objective a 10-question progress check consisting of multiple-choice questions or
a scenario depicting a situation requiring or each student will be presented with a situation
concerning online training and will have their actions evaluated by the instructor.

Chapter

Facilitator Skills and Instructional Materials

"Perhaps one of the most difficult things for a facilitator to do
is to allow someone to struggle. To rescue people from the
struggle immediately shuts off an opportunity for them to learn
and grow. Supporting and encouraging them through the
struggle is much more rewarding for everyone involved."

Facilitation by Trevor Bentley

Training Materials
Some key elements of a facilitators training include an understanding of roles and skills required
of facilitators, knowledge of the developmental phases a facilitator will pass through, familiarity
with distance learning theories and application of theories of engagement. This material will be
presented to the learner via the use of lecture, discussion, video and graphs.

Theories of Distance Learning

"It is our contention that e-learning constitutes more than a specific
environment or site for learning; and that something is happening to the
nature of learning itself that makes it different from learning as it has been
conventionally conceived- (Haythornthwaite & Andrews, 2011)
eLearning
There exist no shortage of theories dedicated to the world of education and learning, much of the
older conventional theories such as Behaviorism, Cognitivism and Constructivism each describe
their respective specialties and yet, these theories never took into consideration the electronic
aspect of e-learning. In the e-learning world, these older theories are not forgotten, but are not
critical keystone theories. Thus, to best define eLearning, a blend of conventional learning
theories and modern theories needs to take place. It seems that modern theories such as
Communal Constructivism and Transactional Distance Theory contribute to an overlapping
coverage or blend of theories'. Some key theories include Communal Constructivism,
Transactional Distance Theory, while some engaging theories include Digital Media Theory and
Communal Constructivism

This theory explains that learners not only develop their own knowledge as they interact with the
environment, but in the same process, developing knowledge for the community they are in.

Transactional Distance Theory

Internet Road Trip

This theory explains that distance education is not simply a

geographic separation between learner and educator, but a
pedagogical concept. The premise being that as distance between
learner and educator increases, the autonomy of the learner will
need to increase as well (Haythornthwaite & Andrews, 2011).

Transactional Distance
Theory

Engagement Theories
Effects of Community
From a social perspective, learning is reflected as an action that takes place in relation to
members in a community. This premise holds true for online learning communities as it does in
face-to-face communities (Haythornthwaite & Andrews, 2011).
Intrinsic Motivation
Due to the online environment, the online leaner will not have the benefits of having others
physically present in the learning process. This means online learners are going to need more
motivation than other types of learners (Haythornthwaite & Andrews, 2011).
Digital Media Theory
Digital Media Theory explains the powerful effect of digital media (images and video) on the
online learner. Even more important is the means at which digital media can be ubiquitous due in
part to the Internet and Mobile devices (Haythornthwaite & Andrews, 2011).

Phases of Development for Distance Learning Facilitators

Most professions have some form of career progression in which professionals strive to master
the competencies associated to their trade, research has proven that online facilitators are no
different (Pratt & Palloff, 2011). This section will discuss the five phases of development are as
follows
Visitor- 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.
Novice- 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- This level applies to faculty who has taught online for 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- 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 have basic understanding of the skills needed for online
teaching. They may have designed one or more online courses.
Master- 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.

Rolls and Skills of effective distance learning facilitators

The role of the online facilitator can be broken down into four dimensions with each dimension
consisting of roles associated to that dimension for a total of 10 roles associated to the online
facilitator (Liu, Bonk, Magjuka, Lee, & Su, 2005).
Pedagogical Dimension
Course Designer- Design interactive learning experience, structure course materials;
refine and update learning materials; share teaching experiences with colleagues
Profession-Inspirer- Promote professional dialogue among online learners; use personal
experiences and real world examples
Feedback-Giver- Provide timely and high quality feedback
Interaction-Facilitator- Promote interaction by all learners using varied strategies
Managerial Dimension
Conference Manager- Ensure equity in online discussion; provide expectations
Organizer and Planner- Deliver clear instructions and organization of course structure

Social Dimension
Social Rapport Builder- Build online learning community
Technical Dimension
Technical Coordinator- Direct learners to technical help resources
Media Designer- Develop multi-media tools
Technology Integrator- Use interactive tools to promote online interaction

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Chapter

Management and Technology Tools

Mentoring is a brain to pick, an ear to listen, and a push in
the right direction. -John C. Crosby
Mentoring Goals

Mentoring is a key aspect of professional growth in this program; there are many benefits in
having an effective mentoring program for the Mentor and the Mentee, and the organization as a
whole. Both the Mentor and Mentee share mutual benefits through collaborative mentoring to
include (Pratt & Palloff, 2011):

An increased sense of empowerment and confidence

A greater sense of empowerment
A feeling of having influence of those who will carry in the profession
A sense of ownership of organizations online program
A greater inclination to participate in evaluation activities
Internet Road Trip

On behalf of the organization, mentoring can contribute some

profound benefits as well, to include (Emilo, 2013).

The Benefits of Workplace

Mentoring

Increased retention and engagement

Increased collaboration and innovation
Increased knowledge transfer and productivity
Creates a culture of learning and agility

Mentor Selection
Mentors selection for this program comprises of a corporate certification program. Corporate
trainers who meet the following Master Level criteria (Pratt & Palloff, 2011):

11

Must have performed two years serving in the online training environment
Mastered the technology associated with facilitating online courses
Show mastery over online course management systems
Be comfortable with skills required to teach online
Successfully pass Corporate Mentoring Training

Corporate Mentoring Training Program

The Corporate Mentoring Program is a course offered through the Corporate University and
consists of the following areas of study (Pratt & Palloff, 2011):
Adult learning theory and development
Faculty leadership
Self-efficacy as a mentor
Mentoring program requirements
Planning a mentoring program
Modeling
Effective online teaching skills

Mentor Compensation
The goal of compensating mentors is to encourage participation in the mentor program, but
needs to be balanced with organizational goals. Corporate trainers who successfully complete
the Mentor Selection process are recognized for their increase in both knowledge and skill and
contributions to organizational success and are given the following for the efforts:
Increased salary
Professional development stipend for professional
development seminars or workshops

Internet Road Trip

Faculty Learning
Communities

Management and Evaluation Programs

Faculty Learning Community approach
A very popular tool for engaging long-term faculty development happens to be a community of
practice, but geared towards a faculty; we call this the Faculty Learning Community Approach.
This approach has several benefits to include promoting independent learning and is a new way
of furthering your education at your own pace (Pratt & Palloff. 2011).
Sometimes faculty members are not in the same location, this poses some challenges
when managing and evaluating adjunct faculty who are not near or at a distance. In response to
these challenges, are three elements that can promote effective faculty management (Pratt &
Palloff, 2011).
Challenge
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Mitigation

Lack of communication promotes a sense of

loneliness and contributes nothing to community
building.
Adjunct faculty, because of the distance, may be
rated/evaluated on policies or expectation they are
unaware of.
Administrators lack an understanding of the cost
in time, workload and expended effort required to
teach online

Frequent and Clear Communication:

focusing on communication and community
building promotes connection and loyalty
Training and Mentoring: This challenge
establishes the need to incorporate distant
adjunct faculty into training and mentoring
programs
Faculty Support: A viable way to promote
empathy among administrators is to have them
participate in online training programs

Evaluating Facilitators
A common tool used by administrators to evaluate online facilitators and online courses
is the Checklist for Online Interactive Learning (COIL). This checklist measures four major
areas: student behavior, faculty-student interaction, technology support, and the completeness of
the learning environment. An example of this checklist is located at the end of this manual at
Attachment A (Tobin, 2004).

Learning Platform-Learning Management System (LMS)

A learning management system is software that allows the storage
and delivery of training content and tracking of participation by
learners and faculty. It is for this reason that corporations and
institutions of higher education prefer to use Learning
Management Systems. The learning management system used for
this program is called Litmos. Litmos was selected for its ease,
checkout the Internet Road Trip to get a video explanation of what
a LMS is.

Internet Road Trip

Through the use of Litmos, facilitators will be able to (Litmos.com, 2016):

13

Build Course
Assign courses to learners
Track course results
Gather Feedback from learners
Develop a course library
Communicate using Messages and Notifications
Create Assessments and Quizzes

What is a LMS?

Enhancing learning through Technology/Media Tools

Synonymous with online learning is the use of online technology. The online facilitator has an
inherent responsibility to understand the pros and cons of the many types of technology in the
online learning environment, but also, know when to use the said technology. Three such
technologies available to online facilitators include: videos, Inforgraphics and games and
simulations.

Internet Road Trip

Three Technologies

Let video reinvent

Due in part to the advancement of Internet technology and
education
advancement of computer processing, videos have become a
technological medium that is mobile and feasible for online
learning (Bright, 2014). Inforgraphics are awesome tools that
condense information allowing the reader to scan and gain an
overview understanding of the material within short period of time,
sometimes, less than a minute (Bright, 2014). The use of Games in the eLearning environment is
slowly gaining traction in popularity. The idea of fusing the gaming platform with learning
curriculum is a new horizon in the online learning environment which can aid learning at all
levels and environments, including corporations (Zaino, 2013). The chart below lists the pros
and cons of all three of these technologies.

Technology
Videos

Infographics

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Pros
Keeps students
interested/engaged
Breaks up monotony
Reduces the reading load
Reduces training time
Visual learners retain
information
Enhances understanding
Demonstrates easily
- Easy to understand and share
- Templates are not necessary

Cons

When to use

More expensive
To reduce reading load
Time-consuming create
- To demonstrate how-tos,
Low quality video distract
- - To emphasize concept
Uses more bandwidth and time - - When you need more
to load
emotional appeal than
Logistics is difficult
photos and text can
Video storage
deliver
- Time consuming to create
- Not searchable by search
engines

- To compare and contrast

data
- To associate/connect

Games

15

- Provides broad or small

concepts
snippets of information
- To explain a process
- Wordy Inforgraphics defeat the
(Gutierrez, 2015)
purpose for its use.
- Engages learners
- Learners can burn out quickly - Increase engagement
- Provides learner immediate
- Needs to fit into a curriculum
- Supplement curriculum
feedback, promotes learning - Costly
- Provide new experiences
- Provides educators immediate
in the learning
metrics data
environment

Issues and Classroom Management

Alone we are smart but together we are brilliant. We can use the
collective wisdom to do great things when we are connected.
-Steven W. Anderson

Chapter

Student Collaboration Tools

One of the major and necessary requirements for distance learning is the need for collaboration.
Fortunately, there are plenty of resources available to promote collaboration amongst learners
and facilitators, three such tools include: Evernote, Google Drive, and Weblogs (often referred
to as blogs).
Evernote
Evernote is a cloud-based, multi-operating system, and multi-device tool that enables the sharing
of information. It allows users to upload and share practically anything to include, notes,
documents, websites URLs, and images. One of Evernotes strongest function is its ability to
allow real-time discussion amongst team members, while editing of a document or product is
taking place.

Evernote screen shot retrieved from https://blogassets.evernote.com/wp-content/uploads/2015/02/Screen-Shot-2015-02-09-at-2.28.06-PM.png

16

Blogs

Internet Road Trip

Blogs make a good educational tool because they offer a perfect

environment in which the exchange of ideas, experience and
Blogs in Plain English
knowledge can take place, blogs are easy to use, can host a large
variety of media (videos, pictures, files and discussion boards),
and can be accessed from anywhere in the world with Internet
access, making them extremely convenient (Byington, 2011). In
addition, blogs can contribute to community development
through collaborative filtering, providing modern ways to scrutinize, inspect, and rate studentcreated knowledge (Educase, 2005).
Google Drive (Cloud Computing)
Google drive is a cloud-based service that allows users to collaborate, share, create and edit on
various devices such as mobile phones, tablets and personal computers. Additional features
offered by Google Drive offer students the ability to master specific skills through self-guided
courses or reference guides. A student is able to create document which list various resources that
the student finds useful and can later be researched by the individual or the group. Thus
allowing the learning team to collaborate more effectively on the resources as they pertain to
their assignments (Pappas, 2014).

Differences in Distances Learners

One major issue in facilitators will need to address and prepare for is the differences between
distance leaners. Each difference will require the facilitator to use many different approaches
and techniques to develop an optimal online learning environment for all learners. Three types
of learners requiring some form of understanding are Cultural Learners, Experiential, and
Nontraditional learners.
Cultural Learners

Internet Road Trip

The Idea of Cultural

Cultural Learners are individuals who are comfortable with
Transmission
learning within their own culture and with people who share a
common experience, given the diverse nature of the online
classroom; this may place the cultural learner at a disadvantage. A
better way to understand the Cultural Learners is to understand the
idea of Cultural Transmission. Take the Internet Road Trip to learn about cultural transmission.

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A sound way to combat possible anxiety created by the cultural learner is for the facilitator to
create and promote a friendly community/culture.

Experiential Learners
This type of learner enjoys learning by doing, using past knowledge to gain new knowledge.
The best way for facilitators to best aid experiential learners is to provide engaging learning
activities that present some relevance to actual practices he or she will experience outside the
learning environment.

Non-Traditional Learners
Lastly, Facilitators need to understand non-traditional learners.
These learners are described as being more mature, having
diverse backgrounds and aspirations, willing to choose a variety
of enrollment patterns, and are engaged in many diverse role
relationships; basically, their lives are far more busier than
traditional students learners (Canton State University, n.d.).
Listed below are some strategies to aid the learning processes for
non-traditional leaners.

18

Internet Road Trip

The Skinny on NonTraditional Students

 Factor adult learners responsibilities in course design

Provide a visible support system (time management training)

Synchronous vs. Asynchronous Facilitation Skills

Synchronous Facilitation Skills
When working in a synchronous environment, facilitators are going to need certain skills to
enable the learning process to include the use of synchronous technology, how to engage learners
using synchronous technology, promoting collaboration in a synchronous environment.
Technology
There are many technologies available to facilitators that enable synchronous learning to include
video-conferencing, telephone conferencing and chat. Online facilitators need to be able to
effectively use these technologies.
Engaging Learners
A positive way to engage learners in a synchronous environment is to establish social presence,
to include using visual rosters or a map where learners can mark their location (Bahr & Bodrero,
2012).
Promote Collaboration
Facilitators will need to develop skill to promote interaction and collaboration. This can be done
through team activities and asking open-ended though producing questions. In addition, asking
learners to respond to questions that actually have some connection to their lives outside of the
learning environment can contribute to a collaborative discussion (Bahr & Bodrero, 2012).
Asynchronous Facilitation Skills
Facilitating online in an asynchronous manner poses many challenges not experienced by
synchronous training, requiring facilitators to develop much more refined skills to promote
learning.
Engaging learners

19

Engaging learners in asynchronous environment can be a daunting task because of the simple
fact that feedback is not real-time. There are

Classroom Management Issues/Solutions

Controversy
There predominantly exist three potential opportunities that may contribute to controversy in an
online learning environment. As a facilitator, you will need to be cognitive of these opportunities
and know how to avoid the occurrence of controversy (Kelly, 2013).
Improper Communication
In an online classroom, the
facilitator isnt always privy to
the communications between the
learners. Thus, it is possible that
one improper statement can
create controversy and the
facilitator may not know this
until the situation has escalated
(Kelly, 2013).

Image retrieved from http://nipsandtips.com/wp-content/uploads/2015/09/cyberbullying.jpg

Another opportunity for controversy is the potential misinterpretation of text-based

communication. This means learners may mistake the meaning of text communication by
contributing their own biases and stereotypes (Kelly, 2013).
Lastly, due to the relative anonymity of the online classroom, some students may negative
comments because they believe they are invisible to others. This type of opportunity can lead to
cases of cyber-bullying and must be dealt with immediately (Kelly, 2013).
Controversy will happen on your shift, it is not a matter of if, but when. Thus, it
is equally important to know what to do when it controversy does occur as well
as know how to prevent it M. Deleon
Strategies

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How Does Cyber Bullying

Happen at Work?

20

Some strategies that can assist in preventing controversy in the online learning environment
include:
Anticipating and setting standards
If the subject of focus has controversial undertones, than it would be best to let the learners know
that discussion of the subject may prove to be uncomfortable with some learners and yet, is still
essential to the learning process. Another strategy that can be used would be the need to set
communication standards before hand (Kelly, 2013). It is best to let the learners know that
negative, hurtful and incendiary comments are disrespectful and prohibited.
Be Observant
Next, it is essential for a facilitator to be observant. Yes, this means actually reading the
discussion boards looking for signs of conflict and unease, for example, short posts, which mean
someone may be reluctant to discuss a difficult issue, or, long posts, which may imply the learner
is attempting to come to terms with a controversy (Kelly, 2013).
Feedback
Another strategy involves be assuring. It is essential for a
facilitator to reassure learners who come to him or her when they
are upset over a controversy. They may require an out of class
environment communication such as a phone call, chat or email. If
you, as a facilitator are going to engage a touchy subject, be
prepared to respond when controversy occurs (Kelly, 2013).

Internet Road trip

How-to Give Feedback to
Students the Right Way

Deal with Interpersonal Conflict

Next, as a facilitator, you may be required to deal with interpersonal conflict. If this happens it is
best to deal with it directly. This means using an informal approach as quickly as the conflict is
detected; it important for the facilitator to come across as concerned and sincere (Kelly, 2013).
Encourage Critical Thinking
Lastly, it essential for the facilitator to encourage critical thinking; a good way to accomplish this
incudes reminding learners to develop their own opinions based on facts and not feelings (Kelly,
2013).

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References
Bentley, T. (n.d.) 10 favorite facilitation quotes. Retrieved from
http://www.ideaarchitects.org/2014/02/facilitation-friday-46-10-favorite.html
Bright, S. (2014). Pros and cons of using video in eLearning. Retrieved from
http://www.digitalchalk.com/blog/pros-and-cons-of-using-video-in-elearning
Byington, T. A. (2011). Communities of practice: Using blogs to increase collaboration.
Intervention in School and Clinic, 46, 280291. http://dx.doi.org /
10.1177%2F1053451210395384
Canton State University (n.d.). The Non-traditional Learner. Retrieved from
http://www.canton.edu/employee/lafrancep/nontraditional.htm
Crosby, J., C. (2015). 25 Positive quotes about mentoring. Retrieved from
https://www.linkedin.com/pulse/25-positive-quotes-mentoring-antoinette-oglethorpe
Educase. (2005). 7 things you should know aboutblogs. Retrieved from
https://net.educause.edu/ir/library/pdf/ELI7006.pdf
Emilo, R. (2013). Creating a modern mentoring culture. Infoline. Retrieved from
http://www.mhlc.com/cloud/2013-Infoline-Creating-A-Modern-Mentoring-Culture.pdf
Gutierrez, K. (2015). How to make Inforgraphics work for eLearning Courses (Tips and
Tricks). Retrieved from http://info.shiftelearning.com/blog/how-to-make-infographicswork-for-elearning-courses
Harris, C. (2013). Instructor presence in an online course. Retrieved from
https://www.purdue.edu/learning/blog/?p=6232

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Haythornthwaite, C., & Andrews, R. (2011). E-Learning theory and practice . Thousand Oaks,
CA: Sage Publications Ltd.
Khan, S. (2011). Lets use video to reinvent education. Retrieved from
https://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education?
language=en
Kelly, R. (2013). Managing controversy in the online classroom. Faculty Focus. Retrieved
from http://www.facultyfocus.com/articles/online-education/managing-controversy-inthe-online-classroom/?
utm_campaign=shareaholic&utm_medium=evernote&utm_source=bookmark
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S., & Su, B. (2005). Exploring Four Dimensions of
Online Instructor Roles: A Program Level Case Study. OLC Online Learning Journal.
Retrieved from http://onlinelearningconsortium.org/jaln_article/exploring-fourdimensions-of-online-instructor-roles-a-program-level-case-study-2/
Litmos.com (2016). Litomos features. Retrieved from http://www.litmos.com/learningmanagement-systems/
Tellefsen, R. (2010). The Best Online Education Quotes. Retrieved from
http://www.myeducation.com/blog/the-best-online-education-quotes/
Pappas, C. (2014). 6 Effective Ways To Use Google Drive in eLearning. Retrieved from
http://elearningindustry.com/6-effective-ways-use-google-drive-in-elearning
Pratt, K., & Palloff, R. M. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.

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Revak, M., A. (2014). A Rising Tide Lifts All Boats: Raising, Communicating, and Enforcing
Expectations in Online Courses. Retrieved from
http://www.facultyfocus.com/articles/online-education/rising-tide-lifts-boats-raisingcommunicating-enforcing-expectations-online-courses/
Tobin, T., J. (2004). Best practices for administrative evaluation of online faculty. Retrieved
from http://www.westga.edu/~distance/ojdla/summer72/tobin72.html

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Attachment A: Example of Checklist for Online Interactive

Learning (COIL)
Instructors name:

Course #:

Observers name:

Date:

For the following questions, please use the following rating scale:
4=Strongly Agree, 3=Agree, 2=Disagree, 1=Strongly Disagree, NA=Not Applicable

Category 1: Student Behaviours Meet Criterion

1.

Students demonstrate that their prerequisite technology skills adequate for

hardware, software and web site use

NA

Students seek opportunities to, and support for, interacting with instructor
and other students.

NA

3.

Students actively participate in all online activities

NA

4.

Students are actively involved through writing and interaction in

webbased courses

NA

Students use a variety of communication techniques to enhance

online learning

NA

Students publish online biographies and photographs to allow other

members of the class to visualize them

NA

Students seek assistance in understanding and mastering different

learning strategies

NA

Students demonstrate prerequisites and become more proficient in

technology communication skills

NA

NA

2.

5.
6.
7.
8.

Comments regarding student behaviours:

Category 2: Faculty-Student Interactions

9.

25

Instructor provides clear and adequate guidance

10. Instructor actively evaluates the success /failure of the students in

the course and reflects on how to meet student concerns

NA

11. Instructor personalizes studentteacher communications

NA

12. Instructor engages a variety of communication techniques

for a personal approach rather than the email and website alone

NA

13. Instructor plans for increased time for student interactions as compared
to traditional courses

NA

14. Instructor clearly delineate institutional policy on cheating and plagiarism

at the start of course

NA

15. Instructor maintains a separate email account for web courses

NA

16. Instructor forwards responses to frequently asked questions to all

students to avoid duplication

NA

17. Instructor provides students with continuous, frequent support

and feedback

NA

18. Instructor emphasizes the importance of good study skills

throughout the course

NA

19. Instructor closely monitors each students progress

NA

20. Instructor creates opportunities to coach and facilitate student

construction of knowledge

NA

21. Instructor gives negative comments to students privately and

preferably by phone

NA

22. Instructor clearly delineates course requirements

NA

23. Instructor troubleshoots technological difficulties in accessing

website and communication

NA

24. Instructor provides adequate, friendly, easy, continuous technical

support

NA

Comments regarding interactions:

Category 3: Technology Support

Comments regarding technology support:

26

Category 4: Learning Environment

25. Instructor uses structured activities to provide an effective
framework for online learning

NA

26. Instructor uses flexible deadlines to motivate student, maintain

communication, and allow for technical problems

NA

27. Instructor creates social interaction through group collaboration to facilitate

high achievement

NA

28. Instructor uses streaming audio and/or Skype for reading online

NA

29. Instructor presents course content in a manner that

hierarchically structures the sequence of information

NA

30. Instructor organizes the website to enable student to interact

with the course content, other students, and the instructor

NA

31. Instructor creates a safe and nurturing online environment

NA

32. Instructor presents problemsolving situations in a realistic context

NA

33. Instructor provides opportunities for students to question and

explore accuracy of their understanding

NA

34. Instructor creates opportunities for students to communicate

with each other to share understanding of course content

NA

35. Instructor provides opportunities to collaboratively construct

knowledge based on multiple perspectives, discussion and reflection

NA

36. Instructor provides opportunities for students to articulate and revise

their thinking to ensure accuracy of knowledge construction

NA

37. Instructor ensures an equitable environment exists for differences in

learning styles, and other reduction of barriers to participation and
communication

NA

38. Instructor encourages cooperative and collaborative learning

NA

39. Instructor ensures an equitable learning environment exists

NA

40. Instructor allows time for reflection at end of course

NA

41. Instructor includes warmup period with lighthearted

exercises aimed to help students get to know one-another

NA

42. Instructor starts online course with all students together at the
same time

NA

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43. Instructor provides equal access to the shared conversation

in the course

NA

44. Instructor provides opportunities for students to control online learning

and structure it for themselves

NA

45. Instructor provides discussion forums encouraging open and honest

dialogue

NA

46. Instructor conducts a teleconference during and at the end of the

course to discuss successes and problems

NA

47. Instructor uses computer conferencing to develop overall critical

thinking skills

NA

Comments regarding learning environment:

Overall Comments on Observation

28