Online Facilitation

Reported by Jim Wright

E-learning has been an ongoing topic of interest for ISPI Vancouver, with e-learning presentations in the past two years by Ramona Materi and Paul Stacey. At ISPI Vancouver’s October meeting, Susan Byrne and Linda Waddell presented advice on the topic of Online Facilitation. It was based on their study of online facilitation in Royal Roads University graduate courses. This article reflects the advice from Susan and Linda and their discussion with the ISPI Vancouver Chapter.

Facilitating by Motivating

The online facilitator must be a motivator. The role includes making it interesting and comfortable for the learners to be online. Paying attention to the social aspects of communication is "critical." Susan and Linda repeatedly emphasized the crucial importance of the facilitator’s role in encouraging motivation both directly and by helping to build an online community that provides ongoing support and encouragement.

Progressing through Stages with Online Cohorts

Royal Roads uses cohorts, virtual groups that proceed on the same schedule. It is desirable for a cohort to progress through five stages:

Stage 1. Access and motivation. The facilitator creates a comfortable environment (including comfort with the technology) while focusing on welcoming and encouraging.

Stage 2. Online socialization. The facilitator provides opportunities for interacting, using introductions and tasks, while continuing to build community and supporting a culture of respect.

Stage 3. Information exchange. The facilitator encourages dialogue in which the interaction with other students and the content can include debating, advocacy, and taking sides.

Stage 4. Knowledge construction. The facilitator focuses on emerging ideas, guides and redirects, and weaves ideas to nurture the inquiry.

Stage 5. Development/enabling. The facilitator sets up exercises and online events that promote critical thinking.

Using Practical Strategies

Lynda and Susan mentioned a number of practical strategies, including these:

• Set and enforce guidelines about the length and depth of messages.
• Encourage "lurkers" with private emails to get them started.
• Create weekly activities for your online group.
• Limit the number of discussion threads.
• Design collaborative and group activities.

Getting Results with Project Teams

The Royal Roads study found that the use of project teams within a cohort was effective and that "the learners really like that." The teams may have names like Diamond Team and Sapphire Team. Linda and Susan suggested that the ideal number of team members is about five or six.

Increasing Online Facilitators’ Competencies

Extensive support is needed to enable online facilitators to develop the skills they need. The Royal Roads study recommends three tiers of professional development:

• Tier 3: Continuing online-facilitation professional development
• Tier 2: Coaching for new online facilitators
• Tier 1: Online facilitation training courses