Abstract
Unfortunately, most of our faculty development related to online learning has been regarding designing courses. Yet where do we faculty spend most of our time? We spend it facilitating the courses, semester after semester. However, one of the reasons more one provides more guidance about online facilitation is that many people assume teaching online is more or less the same as traditional instruction. In fact, nothing can be further from the truth (Fink, 2003). Online learning shifts the focus from teacher to learners, and our role as educators from “all knowing experts” dispensing knowledge, to facilitators of more self-directed and independent learning. How do we do that? Where do we find good examples? Where are the boundaries for facilitating online learning? This paper provides recommendations to answer these and many more questions about facilitating online learning.
Included in
Online and Distance Education Commons, Teacher Education and Professional Development Commons
The Missing Link: Discovering Your Facilitation Power For Online Course
Unfortunately, most of our faculty development related to online learning has been regarding designing courses. Yet where do we faculty spend most of our time? We spend it facilitating the courses, semester after semester. However, one of the reasons more one provides more guidance about online facilitation is that many people assume teaching online is more or less the same as traditional instruction. In fact, nothing can be further from the truth (Fink, 2003). Online learning shifts the focus from teacher to learners, and our role as educators from “all knowing experts” dispensing knowledge, to facilitators of more self-directed and independent learning. How do we do that? Where do we find good examples? Where are the boundaries for facilitating online learning? This paper provides recommendations to answer these and many more questions about facilitating online learning.