In the book Facilitating Online Learning: Effective Strategies for Moderators, key facilitator roles are identified by three functional categories:

• "Guide on the Side"
• Instructor or project leader
• Group process facilitator

"Guide on the Side"

An online facilitator can be overwhelmed with online tasks such as email conversations with each participant (unlimited office hours!) if the teacher is in the center of numerous private conversations. The "guide on the side" model encourages interactions among the students by monitoring and shaping conversations and refraining from extensive direct interaction. When the instructor is the focal point of all communication, or the "sage on the stage", teaching is cumbersome and less productive. As a "guide on the side", the facilitator supports learning and communication among the participants themselves.

Instructor or Project Leader

Online courses will not replace teachers and does not change the instructor's central importance in learning. As a content expert, instruction is enhanced if you are also skilled at moderating. Content experts can deepen the discussion and maintain a forward movement in the dialogue and enrich the learning with collaboration.

Group Process Leader

In addition to the two facilitator roles described, moderating a group as a whole is critical for successful collaboration. As a facilitator, all participants must be drawn in and focused on constructive paths of learning. An online community is only possible if its members are active and posting.

A group process leader must take on or appropriately delegate:

• Leading introductory, community-building activities
• Providing virtual "hand holding" to the digitally challenged
• Acknowledging the diversity of participants' backgrounds and interests
• Infusing personality with tone, graphics, and humor
• Maintaining a nurturing pace of responding
• Keeping up with the pace set
• Organizing posts and discussion threads
• Balancing private email and public discussion

Look at these resources:

Teaching Course Online: How Much Time Does It Take?

Strategies for Teaching at a Distance

The Role of the Online Facilitator/Instructor

Facilitating Online Learning

Seven Principles of Good Teaching Practice

After reading information about the role and preparation of the online student, do you think that students perceive online courses to be easier? Do you think that students understand the time commitment of an online course?  Think about these questions for the discussion board.

After reading the article by Allison Rossett, "Confessions of an e-Dropout" consider what went wrong. How would you change the situation?

In what way(s) does the facilitator's level of participation in the online classroom affect a student's attitude? Can a facilitator participate too much in the virtual classroom?

What level of access should a student have with a facilitator? What does 24/7 mean to you as an instructor/facilitator? How will you communicate your "office hours" and policies?

What are some strategies a facilitator could use to encourage student participation in the online classroom?

*sources from Online Courses through @One