6.6: Providing Support in E-learning Using Emerging Technologies
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When instruction is delivered to learners at a distance, learners must have adequate support to be successful. Instructor can use synchronous or asynchronous communication tools to communicate and interact with learners. In synchronous learning, support is provided in real time, using two-way text, audio, and/or video. The learner and the instructor are able to interact with each other synchronously. In the asynchronous mode, there is a delay in communication between the instructor and learner. For example, in computer conferencing learners post their comments in real time while other learners and the instructor may respond at a later time. Hence, as instructors move from face-to-face delivery to e-learning, their roles change drastically, shifting from that of dominant, front-of-the-class presenter to facilitator, providing one-to-one coaching to learners, and supporting and advising them. Since the learner and instructor are not physically present in the same location, the instructor has to use strategies to compensate for the lack of face-to-face contact.
How should the instructor function in the e-learning environment? In a study conducted by Irani (2001), faculty suggested that training for online delivery should include instructional design, technology use, and software use. Keeton (2004), reported that the areas faculty see as important for e-learning are those that focus on the learning processes. The instructor should be prepared both to facilitate and to provide support for learning.
Tips and Guidelines
- Instructors must be trained to be good facilitators of e-learning. The instructor has to facilitate learning by modelling behaviour and attitudes that promote learning, encourage dialogue, and demonstrate appropriate interpersonal skills. Good facilitation skills are important to compensate for the lack of face-to-face contact in e-learning and to connect to the learner and create a high sense of presence (Hiss, 2000).
- The instructor should be trained to recognize different learning styles and adapt to them. An effective e-learning instructor must recognize that learners have different styles and prefer certain strategies (Ally & Fahy, 2002).
- The e-learning instructor should understand the importance of feedback, and be able to provide effective, constructive, and timely feedback to learners (Bischoff, 2000). Learners should feel comfortable and motivated by the instructor’s enthusiasm about the course materials. Learners can be motivated by challenging them with additional learning activities, and by emphasizing the benefits of what they are learning.
- The e-learning instructor must be able to advise learners when they encounter academic and personal problems during their studies. The instructor has to acknowledge the problems and, in some cases, address them. For personal problems, the learner should be referred to a professional counselor. One of the key competencies for training instructors is deciding when to help a learner with a problem and when to refer the learner for professional help.
- The e-learning instructor must interpret learners’ academic problems and provide resolutions. This implies that the instructor has the expertise to solve content problems. The instructor solves these problems by staying current in the field, interpreting learners’ questions, communicating at the level of the learner, providing remedial activities, and following up on help provided. Interaction with learners requires good oral and written communication skills. E-learning instructors are required to develop and revise courses on an ongoing basis. Part of the tutoring process is to provide written feedback. The instructor needs good listening skills to understand what the learner is saying in order to respond appropriately. A training program for e-learning instructors must include effective listening skills. As part of the tutoring and coaching process, the instructor needs to know how to ask questions to elicit information from learners and to diagnose their problems.
- Instructors must be trained in using e-learning technologies to develop and deliver learning materials. This is critical, as the instructor must model proper use of the technologies for the learners. Instructors should be patient, project a positive image, enjoy working with learners, and be a good role model.
With learners at a distance, some in remote locations, one way to connect them is to use of online discussion forums.
Guidelines for Moderation Online Discussion in E-learning
Well-moderated discussion sessions allow learners to feel a sense of community and to develop their knowledge and skills in the subject area. The moderator should have good written and oral communication skills, be a good facilitator, be able to resolve conflict, and should be an expert in the subject field. Below are some specific guidelines for moderating online discussion forums using emerging technologies.
- Welcome the learners to the forum, and invite them to get to know each other.
- Provide appropriate feedback to forum postings. Learners expect the instructor to be subject matter experts, and to provide feedback on their comments and questions on the course content. Foster dialogue and trust with comments that are conversational.
- Build group rapport by encouraging learners to share ideas and help each other. Learners could, perhaps, form small groups to address certain issues and report back to the larger group.
- Respond to learners’ questions promptly. In synchronous conferencing, learners will see or hear the responses right away. In asynchronous computer conferencing, as a guideline, the instructor should post responses to questions within twenty-four hours.
- Set the tone of the discussion. Providing sample comments is helpful for new learners to model their own comments. Keep the forum discussion on topic. Some learners might stray off topic during the discussion. If learners want to discuss another topic, create another forum where participation is voluntary. If a learner continually stays off topic, the instructor should consult with the learner individually.