FROM SKEPTICAL TO CONNECTED

From Skeptical to Connected: My Journey in Online Facilitation

Craig D. Olson

Vancouver Island University

FROM SKEPTICAL TO CONNECTED

Online facilitation is something that I am largely unfamiliar with even though I have been
both a teacher and a computer user for a considerable length of time. As a face to face teacher in
an alternate school, I have found that fostering relationship with students has become an
important part of my practice. Such an approach is supported by many developmental
psychologists (Neufeld, 2006) and is generally recommended when working with students in
alternate education. My challenge has been to learn how to bring my strengths into the world of
online education while allowing students to demonstrate theirs.
As part of my teacher education program, I was introduced to two concepts that have
influenced me since that time. Incorporating the ideas of learning styles (Kolb and Fry, 1975)
and multiple intelligences (Gardner, 1983) into my teaching practice has always been a goal of
mine. I have attempted to maintain an awareness of my own biases as an individual with a
tendency to learn by seeking understanding while using logic to problem solve and connecting
strongly with the natural world. When I view my students online activities through the lens of
learning styles or multiple intelligences, I can see learning happening. It may seem very social
and trivial in nature but I can see young people trying to find their way in the world and make
sense of their surroundings. I am also becoming aware that when it comes to interesting online
learning experiences, I have much to learn from my students and the fact that their learning
styles may be different from mine doesnt indicate that they arent learning.
Learning theories have been developed and refined as long as there has been education.
With the relatively recent emergence of online learning, theories of learning have been adapted
to fit this new paradigm. To ensure that students are best able to take advantage of the benefits
and not be punished by the limitations of an online learning environment, online facilitators must
make use of modern methodology. A social constructivist approach seems to have the most

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support (Kear, 2011) amongst online learning theorists with an emphasis placed on interaction
with others in building understanding (Anderson, 2008). In order for meaningful interaction
(Moore, 1989) to occur between students and between the instructor and students, an online
learning community must be present. Such communities rely on social presence to develop
(Kear, 2011). Online facilitators need to understand that there are facets of online learning that
require different theoretical approaches (Siemens, 2005) and they must alter their practices
accordingly.
As previously mentioned social presence is an important component of online learning
communities. Facilitators of online learning would be wise to spend time deliberately creating
social presence if the development of online learning communities is their goal. Social presence
can be enhanced by face to face meetings by participants early in a course (Kear, 2011). Another
suggestion is that activities which allow students to get to know each other, commonly referred
to as icebreakers, also contribute greatly to community building. While meetings and
icebreakers can be important pieces in the development of online learning communities, usually
more is needed to take full advantage of their potential.
Social presence, and consequently, online learning communities can be further enhanced
by relatively simple student and facilitator contributions. Kear (2011) suggests that the use of
profiles allows students to become more familiar with each other. Photographs can have a
similar impact on community building as do student profiles. While creating a student profile
and posting photographs are not complicated activities, their value to online learning
communities is considerable.
As a learning community develops, several factors should not be ignored if the
community is to be maintained. Individuals with different learning styles (Kolb, 1975) will

FROM SKEPTICAL TO CONNECTED

benefit from the use of different forms of communication. These methods of communication
might include text, video, and audio and include synchronous and asynchronous activities (Kear,
2011). While not all forms of online interaction will appeal to all students, hopefully the use of a
variety of methods will encourage ongoing participation in a learning community.
For an online learning community to be maintained once it has been developed,
facilitators must ensure that attention is paid to the tone and appropriateness of the interactions
(Schallert et al., 2009). Since some students may feel less inhibited in an online environment
when compared to a face to face classroom setting (Suler, 2004), it is necessary for the facilitator
to maintain a tone that is both polite and respectful. Without a safe environment in which to
share thoughts and exchange ideas, the members of an online learning community will likely
withdraw their participation. It is easy to see the negative tone of online interactions with few
guidelines by viewing the reader comments in the political section of many popular news
websites. The presence of so-called trolls and their influence (Bishop, 2014), necessitate that
facilitators not only ensure a safe environment but educate their students about appropriate
online behaviour.
As the use of social media has increased in popularity over the past decade, I have
increasingly observed emotional outbursts from students at school related to some form of online
communication gone awry. The use of netiquette could go a long way toward decreasing the
amount of bad online behaviour (Kear, 2011). Netiquette is a set of unwritten rules to guide
good online communication (Kear, 2011) that has become necessary due to the limitations of
text-based communication that largely lacks a non-verbal component. Without the advantage of
body language, the tone of conversations might be difficult to gauge and misunderstandings may
arise (Kear, 2011). Gestures such as a smile, a nod, or a wink cannot be seen and comments that

FROM SKEPTICAL TO CONNECTED

are sarcastic can be misinterpreted. Simple rules and the careful use of emoticons can ensure
that communication remains respectful, polite, and clear (Suler, 2004). Such an environment is
essential for any online learning community to function in a safe and collegial manner (Schallert
et al., 2009). Hopefully, having guidelines for appropriate online classroom behaviour for
students will translate into better practices in recreational and social communication.
Once an online learning community has been established, a variety of tools is available to
support that community. The activities of the community can be separated into those which are
synchronous and those which are asynchronous. Synchronous or real-time activities can be
supported to tools such as Collaborate. Collaborate is effective in providing audio and video
connections between facilitator and students while allowing for visuals such as documents,
slides, or photographs to be shown. It also allows participants to engage in a live chat and have
small group discussions as well as contribute text or images to a common whiteboard.
Collaborate is becoming a commonly used tool in British Columbia. While not perfect, it
appears to be reliable with instructional videos and other support available to facilitators.
Asynchronous tools to support learning communities are often pre-determined by
institutional considerations (Kear, 2011). D2L is once such tool that is used by both Vancouver
Island University and North Island Distance Education School. It supports discussion forums
and drop boxes while allowing facilitators to post information for students such as required
readings or recordings of synchronous sessions. As with any tool, there is an initial period in
which students must learn the basic operation before feeling comfortable (Kear, 2011). If an
asynchronous tool, such as D2L, is capable of displaying a welcoming environment and allows
for straight forward operation then it will likely be capable of effectively supporting the learning
community.

FROM SKEPTICAL TO CONNECTED

Online learning can also be supported by tools that are available to the general public and
are often extremely popular. An advantage of using such services is that students are likely
already using the websites and are familiar with their features (Kear, 2011). One obvious
concern may be that some students will not be using the tool already and will need to learn how.
Another concern may be that students using such websites for personal or social activities may
not want to include activities requiring an increased level of professionalism. Students will often
use these sites to support each other informally or privately and they may still be an important,
yet unofficial part of the learning community.
Online learning communities can have a situation arise due to the abundance of resources
that are available online and the amount of communication that may originate from its members.
Students may be overwhelmed by the quantity of information that they are expected to read
through. Lengthy discussion forums that may appear irrelevant to some students can result in
disengagement (Gunawardena & Duphorne, 2000). Some of the difficulties can be alleviated by
the use of social bookmarking tools which allow students to recommend resources. If discussion
forums are clearly structured and consistently threaded (Kear, 2011), the students may find them
easier to use. Dealing with a wealth of information is both a benefit and drawback of online
learning. With use of tools and the development of skills, students can find what is valuable and
important to them.
In my own experience as an educator, I have found that I desire a degree of openness and
a sharing of stories, thoughts, and ideas with colleagues that may go beyond what is considered
professional by some. Kear (2011) states that students will be more inclined to engage in online
communities when the communication feels real. Sharing photos and stories with my classmates
was a very powerful activity which left me with a sense of connectedness and relationship that I

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had hoped for but did not expect. Whether it was the visual representation of my previously
largely faceless classmates or the more human side that was revealed in the stories of childhood
experiences that allowed me to feel more in touch, I may never be entirely sure. As someone
who is challenged to communicate clearly at times, even I can see that online communities have
the potential of developing, growing, and strengthening as long as preferences of individuals are
considered and a degree of safety and trust is maintained.
As co-operative learning and collaborative approaches have become the norm, there has
also been some reluctance by individuals to fully embrace the notion of working in a group.
Cain (2012) makes some interesting points in support of the more thoughtful and reserved
members of society. It is suggested that as much as half of the population in Western Society
could be classified as introverted and would be inclined to shy away from social learning
activities. Instead, perhaps, independent work could be interspersed with the sharing of ideas as
a team works toward a common goal rather than group work being the primary focus. This type
of model is appealing when the demands of an overly social environment can be taxing and the
best ideas often arise out of quiet contemplation. An online environment would easily facilitate
such an arrangement and is likely already allowing many individuals to thrive. Such
considerations must be taken into account when developing online learning given the training
and, likely, bias many educators naturally have toward a face to face, more social configuration.
My journey in online facilitation has been an emotionally challenging endeavour. I have
seen myself in the less than flattering descriptions of certain online leaners by Kear (2011) and
Salmon (2011). At times I found I was frustrated and withdrawn but more often I was confused
and disengaged. I began to understand that while having no experience teaching in an online
environment put me at a disadvantage, there was no competition. As long as I was learning that

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was what was important. My usual role of being helpful and knowledgeable while working
within a group was challenged. Instead, I felt ashamed and wished to conceal what I perceived
as my lack of understanding. In working with my seminar group, I realised that I was not the
only one that was confused and that I did have something to contribute. Sharing photos and
exchanging personal stories went a long ways toward helping me feel more connected to our
cohort. I eagerly anticipated new photos and stories appearing in the discussion group each day
of our seminar week. While I may never be a very social learner or a natural collaborator, I can
still be a valuable member of a learning community. Sometimes being supported can be
unfamiliar and uncomfortable but the function of a community is to provide support. Sharing of
oneself and allowing oneself to be supported is a contribution in itself. That is a very valuable
lesson to learn.

FROM SKEPTICAL TO CONNECTED

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