A response to a question in my online course….

As online learning facilitators, we have to fulfill a variety of roles. The roles we assume as facilitators impact every aspect of the learners’ experiences. For example, it is critical that facilitators suggest rules of procedure for discussion. These norms for online behavior are modeled by how the moderator opens the discussion and in the comments s/he leaves in replies.

Yet, expectation setting role also involves creating a context in which discussion can occur that goes beyond setting norms and providing a theme and communication model in opening remarks. It also involves setting the agenda and making it available over time. This is exemplified in how we’ve seen different modules become apparent when they are needed, rather than being self-paced. It implies that we must move through the conversation together, rather than alone.

Being alone is something that we must monitor, however. We have to monitor discussions and provide for interaction. This can be accomplished by referring explicitly to learners’ comments, correct misunderstandings about course theme or context, prompting learners with questions when appropriate, and assessing learners. Feedback has to assure learners that their contributions are valued and welcome.

Setting norms, the theme, monitoring, and setting context ensure that the learning environment is ordered and creates a perception of safety. That safety is supported by a “closed” environment where you have to login to access discussions. While this can be limiting to adult learners, for students, it presents the opportunity to scaffold growth and learning.

Another way of representing this is consider the roles and tasks of facilitators supported espoused by researchers (cited in the image below):

• Intellectual/Pedagogical Role
• Social Role
• Organizational/Managerial Role
• Technical Role

I’ve found the matrix shared in the article very helpful in framing my facilitation of online courses. These difference roles are evident in Chapter 5. For example, the organizational/managerial role involves establishing clear communications with students/parents, monitoring student performance and weekly work, grading assignments in a timely fashion. Also, scheduling tutoring at regular intervals.

However, under social role, we see providing specific feedback with praise. Facilitators can extend conversations by asking questions, explaining, making material relevant by developing questions and assignment…these fall into the intellectual (pedagogical) role.

Here’s the matrix:

If you can’t read the citation in the image, here it is:

Signposts in the Sand: Key Issues for E-Moderators – Read Abstract
Mary Kiernan, Pete Thomas, Mark Woodroffe Department of Mathematics and Computing, Open University, United Kingdom
Emails: mk222@tutor.open.ac.uk; p.g.thomas@open.ac.uk; m.r.woodroffe@open.ac.uk

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