Facilitator Training

Program
Krista Jackson
CUR/532
Professor Melinda Medina

Facilitator Training Program

Contact Information:
Name: Krista Jackson
Email: Krista.r.jackson@gmail.com
Phone Number: 777-333-4444
Availability: Monday Friday from 8am to 8pm Central Time. If the times are not helpful, then
contact the email address, and a time will be set up to accommodate different schedules. After
the training is over, emails and phone calls are still welcome during the availability times.

Introduction
Welcome to your 3-Day Training session for the new way of facilitating for our students. Online
distance learning for students is growing every day, and almost as quickly as technology. Our
school is going to start including online learning and distance education. Our main focus during
this training is how to facilitate online learners. The training manual in your hands will help with
learning how to facilitate learning online for distance learners.
First training day (Module 1) will be about how to use Facilitator Skills and Instructional
Materials for distance learners.
Second training (Module 2) day focus on how to integrate Management and Technology
Tools into education for distance learners.
Third and last training day (Module 3) will be about Issues and Classroom Management,
and how to use both in facilitating distance learners.
The 3-Day module is the first part of the transition of integrating facilitating online learning for
distance students. There will be more training session to follow this one, but this is the
introduction to the ideas of understanding facilitating online distance education for learners. The
training on our new online platform will be in another training session. The training session right
now is to help expand the ideas of facilitating learners to include distance learners. The training
is extensive for three days, but it will bring knowledge, interest, and new concepts into the
facilitating environment.
Reading
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Los Angeles,
CA: Sage.
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.

Prerequisites
The training is for all of our faculty members and facilitators who are already experienced in
instructing or facilitating student learners. The individuals should have taught at our University
for at least two semesters. The individuals should know how the University runs, their policies,
and have experience as an instructor or facilitator for at least two semesters at the minimum.
Trainees do not have to have prior knowledge of facilitating distant learners online. Some of the
trainees may have experience taking online distance education or facilitating an online distance
education class. All members must still go through the Universities training program that
adheres to their institution.
Goals for the Training Program
Module 1
Goal Trainees will know what presence is and why it is so important.
o Objective: Given the handout in Module 1, the trainees will be able to describe and
explain what presence is in distance learning.
o Objective: Given the handout in Module 1, the trainees will be able to give examples
of why presence is important in distance learning.
Goal Trainees will know what phase of development as a facilitator they are at right now.
o Objective: Given the handout in Module 1, the trainees will be able to explain the
phases of development as a facilitator.
o Objective: Given the handout in Module 1, the trainees will be able to identify what
phase they are as a facilitator.
Module 2
Goal Trainees will know the process of a mentor.
o Objective: Given the handout in Module 2, the trainees will be able to explain the
process of a mentor.
o Objective: Given the handout in Module 2, the trainees will be able to act out what a
mentor would do.
Goal Trainees will know the different technology tools.
o Objective: Given the handout in Module 2, the trainees will be able to identify
different technology tools.
o Objective: Given the handout in Module 2, the trainees will be able to explain and use
the different technology tools.
Module 3
Goal Trainees will use different technology tools for collaboration.
o Objective: Given the handout in Module 3, the trainees will be able to identify
technology tools that help with collaboration.
o Objective: Given the handout in Module 3, the trainees will be able to use technology
tools for collaboration.
Goal Trainees will have knowledge of the ADA.

o Objective: Given the handout in Module 3, the trainees will be able to summarize
what the ADA consists of.
Measurements of Success
How the trainees success is measured:
o The trainees will have an assignment after each module to complete with due dates
included. The trainees will have their grades and final score for the program two days
after Day 3. The content, grammar/spelling, and references will be a part of the
measurement of success. Content will count as 80%, grammar/spelling will count as
10%, and references will count as 10% with a final 100 total percentage.
How the program success is measured:
o The trainees should have an 85% and up success rate for the training program. The
trainees must make at least a B average to be successful in the program. The success
rate will determine if the facilitator training program was successful.

Module 1: Facilitator Skills and Instructional Materials

Skills needed for effective online distance learning facilitators
Presence: A facilitator needs to show presence online with distance education because the
students need to know that they are there for the learners. Distance learners online will be
online at different times, so logging on consistently is helpful. The facilitator cannot be
online 24/7; checking the website and emails regularly is helpful for learners in different time
zones. The facilitator sets a good example with presence if they are on often, so this
encourages the distance online learners to care more about showing their presence online too,
(Pelletier, 2013). Presence is the most important aspect of online distance education because
it is so helpful. The learners will be more apt to being engaged and excited about learning in
your online classroom environment.
o Strategy: Focus on the concept of a Social Butterfly to assist facilitators in learning
the information on presence, (Bull, 2013). Online learning can be isolating, and
creating a positive and engaging environment while instructing facilitators helps.
Communication: A facilitator needs to show presence because the students need to
communicate or ask questions sometimes. Distance online learners need to have the contact
information of their facilitator, so they can contact the facilitator at anytime. Knowing how to
communicate effectively will help to make sure that there are not any miscommunications.
Paying attention to the tone of voice during communication with the learner because
communication can be misinterpreted. The facilitator does not have the nonverbal cues that
they would be able to use in person, (Pelletier, 2013). Communication with the learners
should happen as soon as possible if they send a message because the longer the wait the
more discouraged the learner can become. The facilitator should reread all message replies,
so they know the message will be communicated in a welcoming manner.
o Strategy: Focus on the concept of a Cheerleader to assist facilitators learning the
information on communication, (Bull, 2013). Showing the facilitator how they can
succeed in communication with encouragement and feedback on their communication
skills will help the facilitators improve.
Discussion: The distance online educational University website should have a place for
discussion posts. The facilitator should make sure to post as soon as they can each week to
get the discussions going. It is recommended that you respond to at least three student
responses to the discussion assignment on four different days during the assignment week.,
(Pelletier, 2013). It is always a good idea to post as often as the facilitator is able to. The
facilitator should respond to a learners post with a comment or questions to further the
conversation. Always make sure to respond to their replies and other learners replies if they
respond to your post. The facilitator needs to interact with each student at some point through
the class, so none of the learners feel like they are being ignored. The problem of the learner

feeling ignored will make them feel like their posts are not good or have a feeling of
exclusion. Facilitators should always stay positive in discussion areas.
o Strategy: Focus on the concept of a Tour Guide to help facilitators learn about how
they should participate in discussions, (Bull, 2013). Leading the facilitators through
the process of how to participate and stay present in discussions is important. In turn
this will show the facilitator how to be a Tour Guide during discussions in their
own distance learning classrooms, (Bull, 2013). The facilitators need to know how to
keep the discussion going, and to help it progress as the discussions continue.
Constructive Feedback: Facilitators need to offer constructive feedback when grading
assignments for the online distance learners. Using the sandwich method when grading
assignments is good for the learners to stay positive, (Pelletier, 2013). The facilitator should
offer good comments, then some topics to work on, and then followed by positive feedback
again. The method helps the learners from getting discouraged while reading the feedback of
their assignments. Make sure to use their name while grading, so they know it is personalized
for the specific learner, (Pelletier, 2013). Using their name gives the feedback a more positive
and comforting way for the learner to read feedback. Make sure the learners always know
their deadlines ahead of time, and get their grades back to them before the next assignment is
due. The timely feedback will help the distance learners fix any issues they may have used in
their next assignment. Have the information organized in a grading rubric for the distance
learner to easily read.
o Strategy: Focus on the concept of Individual and Group Mirror to help facilitators
learn how to give constructive feedback to a distance learner, (Bull, 2013). The
concept helps facilitators by giving them feedback, and this mirrors how they will
need to think of constructive feedback for their distance learners.
Phases of development for online distance learning facilitators

Copyright: Rena Palloff, 2014

There are five phases of development for online distance learning for facilitators. The facilitators
do not have to go through all five phases, and they can stay at a certain phase for as long as they
would like. The facilitator chooses how far they would like to develop their online distance
learning. The five phases are as followed:
Visitor: The facilitator has a mild curiosity using technology, but they have not tried to
integrate technology into their classes consistently. The facilitator may have posted a
syllabus or assignments online or used email for assignment completion, (Palloff & Pratt,
2011). The facilitator is not utilizing technology in a manner that gives them technology
experience for online. The facilitators at this stage seems like they are not very interested.
Their research, integration, and interest are not apparent in this stage.
o There may or may not have transitioned to this phase. Some start as Novices instead
of Visitors because it is up to the facilitator on how interested they are in distance
education.
Novice: The facilitator has left the visitor phase, or they have jumped in at this novice stage
because they want to use some technology in their classrooms. The facilitator has not taught
an online course, but they may have taken an online course, (Palloff & Pratt, 2011). The
facilitator does utilize posting a syllabus online, and encourages communication in a
technology and online environment for the students, (Palloff, & Pratt, 2011). The novice is

interested in the use of technology, but they are just experimenting and taking it slow. The
facilitator seems to want to take distance learning step-by-step, so they can get used to each
part that goes into distance online facilitating.
o The Novice is gaining some experience, but they have not taught an online class.
They can transition to an Apprentice at any time, but some facilitators are very
interested in the beginning, and start as Apprentices.
Apprentice: The facilitator is finally trying out facilitating in a distance online environment
for learners. To be an apprentice they should have at least facilitated online for one or two
terms, but they may have facilitated more than one online class in one or each terms, (Palloff,
& Pratt, 2011). The apprentice is gaining the knowledge and experience of online distance
facilitating, and they are getting an idea of if they enjoy the environment. The facilitator has
done personal research to help understand the technology and concepts needed. Their
experience is limited because they are still in the practice and deciding phase of online
distance facilitating. The apprentice phase should show the facilitator if they are interested in
furthering this concept and environment for facilitating.
o The Apprentice is getting the idea of distance facilitating, and gaining knowledge to
go further if they choose. The Apprentice must be in this stage to get experience
before they move to be an Insider because it is all about how much experience they
have attained.
Insider: The facilitator is more interested and serious about facilitating in an online distance
learning environment. The facilitator should have at least facilitated course(s) online for two
semesters, and more than one class for each term, (Palloff & Pratt, 2011). The facilitator has
gained experience, and they are less intimidated about online distance facilitating. They are
comfortable and enjoy the different environment, and they notice the benefits and/or prefer
the environment more than face-to-face classes. They may have designed one or more
online courses., (Palloff & Pratt, 2011). The experience with technology and facilitating
distance learners has expanded, and they are more likely to want to stay in this facilitating
environment.
o The Insider must have an abundance of experience to move and be labeled as a
Master. The Insider just needs to keep facilitating courses online for distance learners,
and integrate new technologies into the environment. The more the Insider knows
about the skills and technology the easier it is to become a Master. They must have
more experience to move to the Master phase, and it is more difficult to move to the
last phase as a Master.
Master: The facilitator has, taught online for multiple terms and have designed several
online courses, (Palloff & Pratt, 2011). The Master facilitator has extensive knowledge of
the technology needed to facilitate distance online courses. They feel a strong sense of
comfort in the online environment, they know how to use the technology, and they do

research to integrate new technologies into their online environment. The Masters stay up to
date with new technologies that could benefit their online distance learners and online
classroom environments. They are more likely to mentor and assist facilitators that are not as
experienced and need training or help with any issues. The facilitators are active in the online
learning environment and community to help push the online distance education further. The
Masters are lifelong learners with online distance education and technology.
Theories of distance learning
There are many theories of distance learning:
Transactional Distance: The theory is looked at as a pedagogical concept with three
variables: dialogue, program structure, and learner autonomy, (Haythornthwaite & Andrews,
2011). The theory consists of interaction in learning that results in knowledge and
conclusions of the material the learners are learning. The theory is focused on the fact that the
distance is not necessarily how far away a learner is, but that the learning does not happen
face-to-face. The distance is because the learning takes place online to reach the knowledge
and conclusions for their education. The dialogue happens online or other forms that do not
consist of face-to-face dialogue between the facilitators and learners, and the dialogue
between learners and learners. The structure of the online environment helps the fact that the
learning is all happening online helping the idea of distance. The learner autonomy is how
the distance learner is independent in their learning because they have to take control with
the content being in an online environment.
Multimodality: The theory shows that learning can take place in many different methods in
distance learning. The way the learner access the information to the way the learner
communicates comes in different modes. The learner has many different technologies they
can use to learning and complete assignments. The learner can also communicate in various
ways with the facilitator or other learners. Everything with distance learning can be done in
many different ways, so this makes the learning diverse and multimodal. Transduction is the
more specific term used to denote the modal shift from one set of resources to another.,
(Haythornthwaite & Andrews, 2011). The idea also brings in the idea of transformation
because the learners are using different methods of learning to transform their way of
thinking and understanding information. The diversity in how everything can be used in
different ways to assist in distance learning is multimodal.
Intrinsic Motivation: The theory is how learners are intrinsically motivated, so they are
internally motivated. For the learner be successful they have to motivate themselves, and
have a drive and determination inside instead of outside factors that could motivate them.
The learners have to be self-motivated to complete their tasks and learning endeavors or they
will have trouble succeeding in an online distance environment. In an environment with faceto-face interaction with individuals, whether it is educational or work, the motivation is not
as intensely intrinsically motivated. Online distance learning requires more internal
motivation because of the idea of being isolated in the sense of people being around you in

person, (Haythornthwaite, & Andrews, 2011). Every learner is not able to do education this
way, but with internal rules and routines for themselves the learner can succeed.
Social Informatics: The theory focuses on how learners use information processing that is
social. In the online environment this can be expanded because of the fact that there is more
information that learners can gather in a social and electronic atmosphere. The idea brings
into question if there need to be a different learning theory because of the online environment
and online distance learning. Social informatics is an interdisciplinary body of theory that
includes consideration of the design, uses and affordances of information and communication
technologies, particularly in social, institutional and cultural contexts., (Haythornthwaite &
Andrews, 2011).
Digital Media Theory: The theory focuses on how learners are learning in the digital world.
This particular body of theory tends to accentuate the visual, concentrating on still and
moving images., (Haythornthwaite & Andrews, 2011). There terms of modality the learners
have the choice of using different forms of technology (computers, tablets, mobile devices).
There is not a lot of room for different ways of learning when digital media is just focused
upon in theory. The concentration of visuals does help assist visual learners, and there is the
choice of audio too for the learners in some situations. Digital Media Theory does assist
learners in distance education with attaining information, and it can be helpful in the sense of
the learner is not just reading text to learn and take in knowledge.
Theories for engaging distance learners
Get to know your students: Have learners post a bio about themselves the first day, and the
facilitator should post their bio as well, (Jones, 2013). Knowing more about the learners in
the facilitators class is beneficial for the facilitator and the learners.
Know the classroom mechanics of the online course: The facilitator should know how to
navigate their own classroom, (Jones, 2013). The students may have questions, and the
facilitator should know as much as they can to assist the students. In some situations the
student needs to contact tech support, and the facilitator should have the phone number
available for the student.
Be accessible and respond in a timely manner: Make sure the learners have the contact
information, and the facilitator should respond as quickly as possible, (Jones, 2013). The
facilitator should check the online class frequently, and have email notifications turned on for
their phone. Facilitator should give distance learners numerous ways to stay in contact with
them.
Post a brief weekly announcement: Facilitators should post reminders, check on students,
email students if you see them having possible issues, and offer feedback or help, (Jones,
2013).

 Provide substantive feedback and positive critique: Always give feedback to students and use
the sandwich method. Positive feedback, constructive feedback, and then positive feedback
again will help keep the student happy and engaged, (Jones, 2013).
Inject some fun into the environment: Post fun content, responses, videos, or anything that
can get the students engaged and interested in the online distance class, (Jones, 2013).
Unit Objectives:

Define skills that are needed for facilitators to be effective in distance learning.
Describe the phases of development for facilitators in distance learning.
Reflect on the theories of distance learning.
Reflect on how to use the theories for engaging distance learners.

Assignment:
Write a 1,000 2,000 word paper that focuses on one of the unit objective above. Make sure
to include the information that you learned, personal outside research, and your views and
perceptions on the unit objective that you chose. The paper will be due on Day 2 after the
lecture is over, and you may stay for an extra three hours to finish if needed.

Module 2: Management and Technology Tools

Mentoring program for faculty
Goals:
o The mentor will be successful while facilitating the learners.
o The mentor will be successful in creating at least 50% of the learners to be distance
online facilitators.
Objectives:
o Given the information during the mentoring program, the learners will be able to
successfully complete the mentor program with at least 80% accuracy.
o Given the ideas of creativity during the mentoring program, the learners will be able
to think of at least one creative idea to incorporate into their facilitation 100% of the
time.
o Given the mentoring and support from the facilitator, the learners will be able to train
future facilitators to be successful in 80% of the online distance classes the learners
facilitate.
o Given the mentoring program information and introduction into distance education,
the learners will be able to create their own courses successfully 80% of the time
while starting out as becoming a Master.
Identification criteria for the mentor:
o Performance status
o The mentor has been in distance education for ten years at Texas State University.
They are currently on tenure and they are a Master level facilitator for distance online
learning.
o The mentor has taught over a hundred classes in the past ten years, and they have
created 15 courses for distance learning. There were only a few mishaps in the
beginning of facilitating online, so about 8 classes all together were not as successful.
Their criteria of success for facilitating on online distance learners are:

The failing rate for students is 10% or lower.

At least 70% of students get an A or a high B in the online distance class.
The students interact, are engaged, motivated, and happy with the distance
learning.
At least one distance learner contacts them to let them know something they
appreciated about the distance learning environment.
Creativity was integrated into each distance class setting.
The University was happy with their work, and learning the students attained
during their online distance class.

o The mentor does not have to have prior experience because there are student mentors.
The mentors for this program must have had at least one year of successful online
distance classes. The other two criteria are using creativity while mentoring, and
keeping the students engaged and motivated in their learning.
Management and evaluation programs for facilitators
Learning community approach would be helpful to the management for facilitators. The
learning community helps facilitators with ideas for facilitating online distance education.
They come together to discuss successes in facilitating, and any issues they had that they can
warn other facilitators about. The learning community is about facilitators getting together to
help each other by giving new ideas. They help other facilitators take a step back to evaluate
their process to give any advice. Their success stories will help other facilitators, and will
help the facilitator feel comfortable and knowledgeable in how they are facilitating. Their
sense of presence will be increased because they are working with their classes and other
facilitators, (Palloff & Pratt, 2011).
Challenges to manage adjunct faculty:
o Lack of training in the pedagogical theory
o Student retention
o Student success
o Attrition of the adjunct, (Palloff & Pratt, 2011)
Strategies to manage adjunct faculty
o Needs to be involved in faculty development for online teaching from the University
o Must go through orientation at the University
o Community-based approach to training
o Developing a connection to the University
o Increasing their levels of teaching skills in any way
Evaluation strategies for facilitators:
o Peer review
o Self-evaluation
o Students reaching learning outcomes
o How interactive the learners were, and if they collaborated well together
o Technologies the learners used during the class; showing advanced learning during
the course
o Feedback from the facilitator and distance learners
How evaluation and management strategies will align with the identification of effective
faculty skills and behaviors.
o The evaluation strategies for facilitators that are listed above can identify if the
facilitator was successful with the training program. Each evaluation listed can be

used to evaluate the goals and objectives to make sure they are effective faculty skills
and behaviors.
Learning platform (LMS/CMS) used by the distance learning faculty for facilitating their
classes
The LMS system is used in distance learning for facilitating online courses. LMS, learners
have the ability to view, listen, and interact with the data. They have the options to try
examples, complete assessments, and give evaluation or feedback on courses., (Cloud,
2015).
Listen to this podcast (follow the link): https://www.academyofmine.com/lms-learningmanagement-system/
Processes facilitators will use to do the following:
o Present information: The facilitator can present the information for the learners in the
LMS online distance classroom.
o Conduct class discussions: Classroom discussions can be done on the LMS classroom
platform because there are places for threads and posts. The students are encouraged
to make posts often for the classroom discussions to move further along.
o Conduct private discussions: Private messages can be sent to the instructor, and the
email information for other students may be on the online class platform. The LMS
classroom is private from individuals that are not in the class.
o Receive assignments: Assignments are posted with the syllabus, so the students know
all of the dates. The distance learners have the ability to go in and look at individual
assignments. It will give them an idea of the assignment ahead of time, so they have
time to brainstorm.
o Provide assignment feedback and grades: Once the distance learner has posted their
assignment online the facilitator will grade the assignment. The facilitator will post
grades privately with feedback and a rubric for distance learners to look at and learn
from the feedback.
Three technologies with descriptions and how they engage and enhance student learning
Video: The video technology would help engage learners because a video is something
different from reading chapters all of the time. The videos break up the homework where
there is some engagement in the homework. The different way of learning by watching
visuals and listening to information can enhance student learning. The videos could even be
about the same topic the distance learners read about, but the video gives them a better
understanding of the concept.
Audio: The audio technology would help engage learners because some learners are auditory
learners. The audio also helps students with vision impairments, so the learner is more
engaged in the learning. The audio is different from reading too, and it can be used while

reading, or in the place of reading. Having multiple ways of taking in information as a

distance learner is always a good idea.
Visuals: The visual technology helps students by engaging them with something fun and
creative. Visuals catch learners eyes and make them curious about what the visual says. The
enhance distance learning because the creativity makes the information not as mundane.
Learners need some type of interaction with learning materials besides reading chapters.
Facilitators should incorporate any types of different technologies that would get the distance
learners interested and increasing motivation of the learning.
Unit Objectives:
Describe the mentoring program for faculty.
Reflect on management and evaluation programs for facilitators.
Research the differences in the learning platforms: LMS vs. CMS that are used for distance
learning classes.
Describe three or more technology or media tools that can assist, engage, motivate, and
enhance student learning.
Assignment:
Write a 1,000 2,000 word paper about the differences in the learning platforms, and how
you would incorporate technology and media tools into distance learning. Include a link to
some type of technology or media tool. The paper is due on Day 3 after the lecture is over,
and you will have three extra hours in class to finish if needed.

Module 3: Issues and Classroom Management

Technology tools for collaborative learning:
Wikis: For distance learners working together for collaborative learning and projects Wikis
create an environment for collaboration. Wikis can be edited and added to at anytime and
anywhere, so they create the convenience and benefit distance online learning. Each
individual can contribute and they do not all have to be online at the same time to work
together, so the learning environment can be synchronous or asynchronous. The technology
that we have available today makes access to work on Wikis anywhere on any device.
Technology will only advance, and access and editing will just become easier.
Classroom Blogs: Interaction between facilitators and learners is easier with classroom blogs
for distance online learners. They can be accessed anytime and anywhere because they are a
technology tool for collaborative online learning, so this makes the collaboration
asynchronous or synchronous. Anyone can collaborate in the class easily, and the information
is already on the classroom page. The learners do not even have to move information over.
Project can be edited at anytime, and learners can access the information of other group
members to add to the project. Posts cannot be edited by other individuals usually, but they
still have easy access to make posts anytime. Technology of online education has grown to
classroom blogs, which benefit the facilitators and learners alike.
Skype: Learners have the ability to collaborate online together, but this technology tool is a
more synchronous learning environment. Facilitators and learners can have video conference
calls; use the whiteboard for notes, and messaging for interaction with other individuals. The
video calls are beneficial, so the learners can collaborate together right then to discuss a
project easier with immediate responses. The facilitators and learners can access Skype at
anytime and anywhere, but they need to be on at the same time for video chats. The
technology benefits online distance learners with collaboration and education.
Diverse distance learners
Cultural: Different learners come from different cultures, and facilitators must know their
audience. The cultural difference can result in different types of knowledge and ways of
learning that facilitators are not used to. The learners take in information from different
cultures, and this makes them diverse in their abilities. Facilitators must embrace the
diversity, and do extra research so they do not risk offending a distant learner because of their
cultural background. Distant online learners can be in different countries, and the culture can
bring barriers if the facilitator is not knowledgeable.
Experiential: Every learner gains knowledge from their experiences in life every day. The
different experiences can affect the learner, and how the learner takes in information from the
facilitator. Experiences can be related to differences in education, different life experiences,
and different choices and places in life at that point in time. Knowing the learners and having

a better idea of the range of experiences that have affected the way they learn is important to
facilitating online distance education.
Prior learning experiences (nontraditional learners): Nontraditional learning experience can
have a very wide range of knowledge that the distance learner has attained. The learner could
have experience with a class that they took to gain knowledge on a specific topic. The topics
can range from gardening to technology because nontraditional learning is any knowledge
the individual has attained. The knowledge can affect any of their assignments and how they
take in different topics. Research on different topics online for fun or knowledge is a way of
nontraditional learning. Any knowledge a distance online learner has attained outside of an
institution on their own is nontraditional learning.
Difference between synchronous and asynchronous facilitation skills
Watch this video (follow the link): https://www.youtube.com/watch?v=1qaFgpmUd4o
Synchronous: Facilitation skill that is synchronous is learning that happens at the same time.
The training we are doing in the 3-Day Modules is synchronous learning because everyone is
learning the information at the same time in the same place. The learning does not have to
happen in the same place because the main focus is learning at the same time and having a
specific schedule. Facilitators can have videos linked with their lectures for distance learners.
The facilitators can have learners in the classroom environment, and a video of learners
linked at the same time that is learning the information in a class. All of the learners in this
environment are visible to the facilitator, and they are able to interact with all of the learners
at the time of instruction. The main idea is that the learning takes place at the same time with
a schedule to adhere to by the facilitator.
Asynchronous: A facilitation skill that is asynchronous is learning that happens at anytime
and anywhere. The learners do not have to be in a traditional classroom, and this model is
usually used for online distance education. The reason asynchronous is used for distance
learners are because the time zones are different with diverse learners in different states or
countries. The ability to work at any time on their work helps learners with schedule conflicts
as well. If a learner has a busy and/or inconsistent schedule, family, obligations, or medical
conditions, then asynchronous learning will benefit them more than synchronous. The
learners and facilitators do not have to worry about specific schedules, and making sure all of
the time zones are correct for each learner. The main idea of asynchronous learning is that it
can take place anywhere, anytime, and with any technology tool at hand to facilitate their
learning.
Technology management issues and resolutions
Saving assignment issues: The online environment can have issues saving information the
learner posts on the classroom blog. Taking a screenshot or a photo with your phone of the
post can help if the online environment does not save the whole post. There is also the issue
of using programs such as Microsoft Word not saving your information. The learner can lose

everything they have for a project, and if they are almost finished with the project this can be
detrimental to deadlines the learner has. The programs and computers usually back up the
information in some way, but sometimes the assignment is not retrievable, so the learner will
have to redo the whole assignment. Making sure to save frequently and putting the
information in another document to back up the assignment is a good idea. For longer
assignments saving often is very important, so the learner can also email the document to
themselves if their computer seems to be acting up. Any way to back up assignments is a
good way to resolve these issues.
Online educational website is down: The learner will probably experience this problem of
their University website being down or having technically issues. If these problems arise then
the learner can call tech support for information about the problem of the website being
down. They can also contact them for support if the website is having technical issues, so
they know around when the website will be back up online. The online learning environment
is essential for completing assignments, so the learners should stay on top of their work in
case a problem arises. The learner should also have access to the tech support phone number,
so they can have immediate information or fixes to gain access to their online University.
Internet issues: If a learner is having Internet issues, then the Internet could be down, the bill
could be overdue, or connection problems can hinder the learner from completing their work.
If the Internet is down for a bit, then the learner has the ability to go to a place that has free
Internet. Friends with Internet are always good to have around in case the Internet for the
learner is down where they are or live. The learner can also go to the library, but they may
have to wait in line to get to a computer to use. There are always ways around Internet issues
that can be solved.
Classroom management issues and resolutions
Learner Feedback: Facilitators give feedback to learners, but learners have their own ways of
being able to participate in feedback in the online distance education. A few examples are:
o Messages Private messages to the facilitator or students can be helpful if the student
needs some extra information, feedback, or assistance. The learner should not solely
rely on one learner for information and feedback on each assignment because that is
why the facilitator is there. The facilitator is there to guide the learners, and a message
about a question will be answered and worked out well within a private message. All
messages should be documented and saved just in case, and the feedback is there to
go back to if the learner needs access to it at a later time.
o Comments Facilitators use comments while grading to help the student gain more
knowledge about what they need to work on when an assignment is turned in. The
comments are good for constructive criticism, and the learner can adjust any issues
they may be having with assignments. If the problem is reoccurring the facilitator
might want to highlight the comment they have been expressing to the learner.

o Audio The facilitator can use audio for messages, comments, and assignments. The
audio responses accommodate learners if they have visual impairments. The audio
can also help distance learners if they have a hard time understanding the writing
because of the way they learn or where they are learning from for their education.
Challenging behaviors:
o Cyber-bullying Relative anonymity can be a problem with cyber-bullying with
online distance learners. The anonymity problem increases when the cyber-bullying
turns into mobile bullying too, (Kelly, 2013). Online distance education does not
exactly tell you a lot about the individual that may be bullying you. Contacting the
facilitator may help, but it is up to the facilitator if they will proceed. If the facilitator
can anticipate controversy and set expectations and look for signs of conflict or
unease, (Kelly, 2013). The facilitator should follow these guidelines for cyberbullying, but it is up to the facilitator if they will try for a resolution or not.
o Inappropriate posts Learners can post inappropriate posts, and the facilitator should
address this issue. The facilitator should look for signs of conflict or unease and be
supportive, (Kelly, 2013), in these situations. The facilitator should be open to
listening and being supportive helps the student feel safe in the distance online
learning environment. If the facilitator is not supportive, does not try to resolve the
conflict, does not contact the learner individually, or decides to let it go then the other
learners can start to lose hope. Solving issues between learners is important to make
sure the learner stays at the University, and does not have fears about future classes.
o Lack of participation or engagement Learners can experience a time of participation
that does not seem to be happening. Facilitators can help with the issue of directly
addressing interpersonal conflict, (Kelly, 2013), because sometimes a problem has
happen that has affected the students feelings about themselves and the class. If small
issues are not address then the student can start to have this interpersonal conflict. A
facilitator should be supportive, and contact the individual. The facilitator may be
there to just guide the learners, but part of guiding the learners is helping them
through difficult time. Just talking to the learner, or being there to listen helps the
learners a lot.
ADA learners: The Americans with Disabilities Act of 1990 (ADA) prohibits discrimination
and ensures equal opportunity for persons with disabilities, (Information and Technical
Assistance on the Americans with Disability Act, 2010). Learners with disabilities should
contact the schools disability department for accommodations. The learner must have
substantial information about their condition to get accommodations to assist the learner. The
learner should not be discriminated against because of their conditions. Universities require
the learner to let the facilitator know they have accommodations. The learner is usually

recommended to have a one-on-one with the instructor to let them know their conditions if
they are comfortable. Letting the facilitator know the conditions helps the facilitator
understand because disabilities have a wide range. The learner is not required to tell the
facilitator the disabilities, but it does assist the facilitator if the learner has cognitive or
mental impairments. In any case the school and facilitator must adhere to the laws and
regulations without discrimination.
Unit Objectives:

Research different technology tools for student collaboration.

Describe the different distance learners.
Describe the differences between synchronous and asynchronous facilitation skills.
Reflect on technology management issues and resolutions.
Reflect on classroom management issues and resolutions

Assignment:
The class will play a game of jeopardy on the topics discussed on Day 3. Each person must
answer at least five questions right, and there will be three games or jeopardy. The facilitator
will keep score for your Day 3 assignment. You will still have the extra time for the Day 2
assignment after class.
Grades will be given out two days after Day 3, so everyone has their papers back, and their
final grade for the program.

References
Bull, B. (2013, June 3). Eight Roles of an Effective Online Teacher. Retrieved from Faculty
Focus: http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effectiveonline-teacher/
Cloud, C. (2015). Content Management System Vs Learning Management System. Retrieved
from Litmos: http://www.litmos.com/training-platform/content-management-system-vslearning-management-system
Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Los Angeles, CA:
Sage.
Information and Technical Assistance on the Americans with Disability Act. (2010). Retrieved
from ADA.gov: http://www.ada.gov/2010_regs.htm
Jones, R. C. (2013, September 16). Keeping Students Engaged in the Online Classroom.
Retrieved from Faculty Focus: http://www.facultyfocus.com/articles/onlineeducation/keeping-students-engaged-in-the-online-classroom/
Kelly, R. (2013, March 13). Managing Controversy in the Online Classroom. Retrieved from
Faculty Focus: http://www.facultyfocus.com/articles/online-education/managingcontroversy-in-th-online-classroom/
Palloff, R. M., & Pratt, K. (2011). The excellent online instructor: Strategies for professional
development. San Francisco, CA: Jossey-Bass.
Pelletier, P. (2013, September 20). What Online Teachers Need to Know. Retrieved from Faculty
Focus: http://www.facultyfocus.com/articles/online-education/what-online-teachersneed-to-know/