Online Facilitators Research Articles

Integrating experiential learning into online facilitation at the National Open University of Nigeria

ABSTRACT This paper underscores the significance of experiential learning, emphasising active engagement and practical application, particularly in the realm of online education. This research is focused on the National Open University of Nigeria (NOUN). The study employs a survey research design involving internal and external online facilitators. The research explores the perceptions, benefits, challenges, and potential strategies for integrating experiential learning into online facilitation. With a sample size of 276, data collection utilised a structured questionnaire, and analysis involved descriptive and inferential statistics. The study’s findings have practical implications, informing policy decisions, instructional design practices, and faculty development initiatives at NOUN, ultimately aiming to enhance the holistic and immersive learning experience for online learners. The conclusion emphasises the potential of integrating experiential learning to elevate the quality, effectiveness, and real-world preparedness of NOUN’s online programmes, fostering student engagement and critical thinking.

Impact of E-Learning System: Google Classroom Interaction between E-Facilitators and E-Learners at the University of Ibadan Open Distance Learning Centre, Nigeria

Open Distance Education, an e-learning delivery system, is structured toward quality education for development and growth that meets the needs of the modern world. Its e-learning method is geared toward quality education that provokes critical thinking, scientific innovation, artistic revolution, and managerial skills. With all these qualities, criticizers still believe that the orthodox method of learning drills, as such face-to-face interaction, fixed location, and immediate feedback are still the best learning practice. Therefore, this article examines the impact of the e-learning system of Open Distance Education as a friendly learning flexibility and teaching mode that provokes mutual understanding, critical thinking, and immediate feedback between online facilitators and e-learners. Also, it investigates how its teaching approach stimulates innovative research, learning security, and interactive mutuality. Seven (7) excerpts are purposively selected from Google classroom interactions. The article uses Schechner's performance theory and the theories of Freud and Jung. Performance theory emphasizes human activities, while the theories of Freud and Jung talk about human interactive engagements. Theories are used to analyze interactive mutuality and knowledge based-performance between e-facilitators and e-learners. The data are subjected to content analyses.

Educational Significance of Open Distance Learning Mode: A Case Study of the University of Ibadan, Nigeria

Open Distance Learning (DLC), as an instruction-delivery method, is one of the frontiers of knowledge of learning strategies targeted to meet the need of the ever-increasing global population for capacity and nation-building. It is an educational system that helps e-learners acquire modern technologies for critical thinking, quality education, and research growth. However, some critics and learners still prefer the conventional mode of learning practice on the assumption that Open Distance Learning mode lacks face-to-face interaction, absence of teachers, fixed location, fixed schedule, and close feedback between online facilitators and e-learners. Therefore, this paper investigates the educational significance of Open Distance Learning mode through the use of modern educational technology tools of WhatsApp classroom interactions used to deploy the teaching of English Language and Literature at Distance Learning Centre, University of Ibadan, Nigeria, between online facilitators and e-learners, as open access to knowledge-based information, critical thinking, learning security, interactive mutuality, high innovative skills and research development for capacity and nation-building. Besides, it examines its teaching and learning flexibility and its learning methodological friendliness. Five (5) excerpts are purposively selected from WhatsApp classroom interactions. The article employs Schechner’s performance and Freudian and Jungian Psychoanalytic theories. The data are subjected to content analyses.

Postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province

Background. Learning management systems (LMS) are indispensable teaching and learning tools in nursing education, and in recent years, LMS have become a cornerstone to support online learning, particularly during the COVID-19 pandemic. The South African (SA) e-education policy requires every teacher and learner in the education and training sector to be information and communication technology (ICT)-capable, and able to use ICTs confidently and creatively to help develop the skills and knowledge they need as lifelong learners to achieve their personal goals and be full participants in their global communities. Objective. To investigate postgraduate students’ experiences with learning management systems at a selected nursing education institution in KwaZulu-Natal Province, SA. Method. An exploratory, descriptive research design was used, and the whole population of 16 postgraduate nursing education students who were exposed to Moodle as a learning management system participated in the study. Qualitative data were collected through semi-structured interviews, followed by focus group discussions, with thematic analysis used to analyse data. Results. This was the first time that most participants had been exposed to an online learning course, and the experience made them feel empowered as it provided enabled reflection and deep learning. Participants indicated that the range of interactions and level of engagement determined the eventual level of knowledge constructed. The online facilitator played a central role in guiding and supporting students, and ensuring that they achieved the learning outcomes. The online learning benefits included increased socialisation, convenience and flexibility, asynchronicity and accessibility of learning material. The challenges were the lack of real-time response, financial cost and technical issues. Conclusion. An intense ICT orientation for students is recommended to ensure that they are informed of the requirements before starting the online course. The online facilitators must be more visible in the online space, participate more often in discussions and stimulate constructive dialogue.

The Role of the Advocate in Cyber Schools during the COVID-19 Pandemic.

Existing research on facilitators in K-12 schools has focused on supplemental online programs where on-site personnel work with online students in a local brick-and-mortar school. While some insightful research exists focused on online facilitators at full-time cyber schools, additional research is needed to examine facilitators using synchronous support. The purpose of this study was to determine whether and how the role of a facilitator in a full-time cyber school could help to address students’ cognitive, behavioral, and affective engagement needs during the COVID-19 pandemic. We conducted qualitative interviews with two administrators and four advocates during Spring 2020, using the Academic Communities of Engagement Framework as a lens to understand the advocates’ role. Findings confirmed the need for a facilitator role to support online student engagement. This type of research will provide insights to full-time cyber schools and will be insightful to those seeking to engage students during emergency remote learning.

Instructional Barriers and Challenges Faced by Faculty and Students of Graduate School in One Hei in the New Normal Set Up

The education system in our country also adjusted to the new normal set-up. The new normal set-up is not easy for everyone to immediately cope up with. It requires us to take things to a new approach of learning online. It pushed us to adapt to the settings we are not used to, and we are having difficulty coping with this set-up we are currently in. Also, the professors are having problems finding ways to provide a better way for the students to learn more effectively. From what we are having right now about the new way of education, there were several expected and known challenges that graduate students will meet and have met during their schooling. We cannot change the fact that our new way of living nowadays caused by a deadly virus leads us all into numerous difficulties to continue our everyday life. Specifically, this paper presented the experience by the respondents about the degree of online learning barriers. Identified barriers included in the study are administrative/instructor issues, social interactions, time and support for homework, technical skills, technical problems, academic skills, learner motivation, cost and access to the Internet. A survey questionnaire adapted from Muilenburg & Berge (2005) was used in this study.The weighted mean for measuring the challenges level is the statistical tool used in the data processing. Based on the results, Infrastructure and internet bandwidth should be the priority for investment. For higher education Institution, an increase awareness about online learning among teachers is encouraged. Teachers must attend and as much as possible, participate in webinars and open online courses (MOOCs) available. Moreover, it is highly recommended that before any online learning, qualified and trained online facilitators and technical support must be formed.

Becoming effective online facilitators

AbstractThis article reviews the strategies discussed in this special issue using the framing of knowledge synergies for effective online facilitation. Guidance and resources for continuous professional improvement through self and peer assessment, creating spaces for professional learning, and managing workload are explored.

Designing Feedback Systems: Examining a Feedback Approach to Facilitation in an Online Asynchronous Professional Development Course for High School Science Teachers

Many researchers have identified the need for a more holistic understanding of the role of feedback in supporting learning in online environments. This study explores how our design, development, and implementation of an online feedback facilitation system influenced high school science teachers’ learning in an asynchronous teacher professional development online course. We then describe teachers’ and facilitators’, i.e., feedback providers’, perceptions of the effectiveness of the system’s features for supporting participants’ learning and engagement. Our work also responds to recent calls for developing a more nuanced understanding of how the complexity of feedback influences learning and the need for more qualitative research on online facilitators’ and learners’ experiences working with new technologies. Results demonstrated that, despite the difficulty of analyzing the complex variables influencing learners’ interactions and perceptions of the feedback system, designing adaptive feedback systems that draw on the principles of design-based implementation research (DBIR) offer promise for enhancing the systems’ contributions to teacher learning.

FAKTOR-FAKTOR PENUNJANG DAN PENGHAMBAT DALAM PELAKSANAAN PEMBELAJARAN DARING (ONLINE) PPG DALAM JABATAN (DALJAB) PADA GURU PEREMPUAN DI ACEH

Abstract The low quality of education in Indonesia has something to do with the low quality of teacher. Meanwhile, facing the challenge of 4.0 era, teacher is supposed to prepare the student to have the competencies and master the information and technology. Thus, professional teacher is absolutely needed in order to increase the quality of education. To solve this problem, the government conduct the Teacher Professionalism Improvement Program (PPG). This study is aimed at investigating the pros and cons in applying the online PPG daljab for Female teachers in Aceh province. This study is conducted through the qualitative approach, interview, observation and documentation. The subjects of this study are consisting of four female teachers, three online facilitators. Whilst, the data analysis techniques were conducted through the Miles and Hubberman models. The result of this study shows that there are two supporting factors in the success of the implementation of online PPG for the female Acehnese teachers. First, the support is from the online group members and then the second is from the support from the family members in operating the Information and Technology (IT) related issues. Meanwhile, the cons factors are the disability of the teacher to operate the laptop, poor internet connection, lack of focuses due to the teaching tasks at school, and the teacher motivation in mastering the IT and applying it in the teaching learning process. Therefore, it can be concluded that the program evaluation and IT training for in- service PPG are absolutely required. It is essential to conduct an IT empowerment for the pre- training teacher in the basis of the network availability and age. Key Word: Certified Teachers, Professional Teacher, Improving the Quality of Education, Inservice Training, Online Learning

International Online Graduate Students’ Perceptions of CoI

Abstract With the current issue of student retention and attrition as a major aspect of online education, this interpretivist qualitative case study sought to determine whether online facilitators and online student-to-student relationships affect online graduate students’ ability to complete their modules and achieve student learning objectives and outcomes (LOO). This study encompassed CoI (Community of Inquiry) and surveyed 54 participants who indicated that the three interdependent presences that form part of CoI (cognitive, social, and teaching) were instrumental in helping them to complete their modules and to achieve student learning objectives and outcomes (LOO). Students’ feedback on online facilitators exemplified their cognitive presence in the form of statements linked to triggering events and exploring of ideas. However, there were few statements connected to integration and none linked to resolution. Overall, most of the data collected connected to subsets of teaching and social presences rather than cognitive presence. Additionally, students’ feedback on their peers suggests that social presence that fosters group cohesion is the most critical factor to assist in completion of the modules and achieving student LOO. Open communication was also indicated and, to a lesser degree, personal/affective subsets of social presence were evident. The findings of this study suggest that more research is needed on the components of the three presences and their relationship to students’ ability to complete the module and achieve student LOO.

Reference Model of E-learning and Quality to Establish Interoperability in Higher Education Systems

this is the extended research work where we tried to add more sections in Quality instruments to their role in achieving interoperability in e-learning and quality. In this paper we included more reference models such as experiences of Quality instruments affected by demographic criteria. In Higher education systems E-Learning faces two major challenges, first to ensure the interoperability of E-Learning (IEL) and secondly, developing quality learning through e-Learning. This research studies the concept, scope and dimensions of interoperability of E-Learning in education with special reference to King Khalid University then the connection and interdependence between with quality development. To impart learning and teaching through E-learning, KKU has adopted Learning Management Services (LMS) through Blackboard. The university has three types of learning and teaching methods; full online, Blended and Supportive. In this paper we have described the dimensions of quality and the standards of E- Learning for the objectives of IEL and quality development (QD) in KKU. The research is based principally on secondary data observed from KKU E-Learning deanship. Also sample of 20 E-Learning experts at KKU were given closed ended as well as semi closed questionnaires for evaluating the assurance of IEL and QD. These experts are mainly certified online facilitators and admin staff. Results provide the verification of application and presence of IEL and assured the QD process in KKU in imparting knowledge.

NP14 Use of Online Videos with Feeding Content to Enhance an EFNEP Program in Preventing Childhood Obesity

Objective Parental behaviors that impede children from paying attention to their own cues of fullness can promote obesity in children. Family focused prevention programs are valuable because these programs have the ability to promote better parenting behaviors that lead to the development of better child eating patterns. Recently interest in delivering such programs online has increased. However, numerous challenges arise in applying such programs to low-income, minority participants. Parenting content was developed to add to an established nutrition education program for low-income families. Eating Smart • Being Active is a nutrition education program used across the US by the Expanded Food and Nutrition Education Program (EFNEP). Our objective will be to describe the process used to develop videos, games, activities, and infographics as part of parenting content delivered online to low-income parents of children (ages 2 to 8 years). Description The process of developing program materials was guided by self-determination theory. Parenting strategies were embedded in the final materials including: tips for grocery shopping with children; feeding practices encouraging acceptance of new foods; determining child portions; ways to support internal child cues of fullness; instituting mealtime routines; awareness of cues to eat in the outside environment; and identifying parent and child feeding roles. Online videos, games, activities, and infographics were formatted to be viewed through smartphones (English and Spanish). Evaluation Challenges came to light during piloting of the online program. We addressed these challenges by: developing a user-friendly interface; providing clear instructions and processes for low-income parents to access online materials; ensuring effective communication between participants, in-class educators, and online facilitators; and tracking participant involvement and engagement. Conclusion and Implications Specific ways we addressed the multiple challenges in developing and implementing the online program will be described. Preliminary data from our randomized control trial conducted in six EFNEP regions across Colorado and Washington with 550 low-income parents will be presented.

An exploration of teaching presence in online interprofessional education facilitation

Background: Although the prevalence of online asynchronous interprofessional education (IPE) has increased in the last decade, little is known about the processes of facilitation in this environment. The teaching presence element of the Community of Inquiry Framework offers an approach to analyze the contributions of online facilitators, however, to date it has only been used on a limited basis in health professions education literature.Aim: Using an exploratory case study design, we explored the types of contributions made by IPE facilitators to asynchronous interprofessional team discussions by applying the notion of teaching presence.Methods: Using a purposeful sampling approach, we analyzed 14 facilitators’ contributions to asynchronous team discussion boards in an online IPE course. We analyzed data using directed content analysis based on the key indicators of teaching presence.Results: The online IPE facilitators undertook the three critical pedagogical functions identified in teaching presence: facilitating discourse, direct instruction, and instructional design and organization. While our data fitted well with a number of key activities embedded in these three functions, further modification of the teaching presence concept was needed to describe our facilitators’ teaching presence.Conclusions: This study provides an initial insight into the key elements of online asynchronous IPE facilitation. Further research is required to continue to illuminate the complexity of online asynchronous IPE facilitation.

USA Criminal and Civil Prosecutions Associated with Illicit Online Pharmacies: Legal Analysis and Global Implications

The rise of digital technologies has created a complex online environment that now includes illicit Internet pharmacies, online facilitators, advertising sites, and foreign entities. Collectively, these networks create significant patient safety risks, including acting as unregulated access points encouraging prescription drug abuse. Although law enforcement is active in combating this form of cybercrime, there are several difficulties in prosecuting individuals involved in online prescription drug distribution. We characterize these challenges by conducting a comprehensive legal review and analysis of USA civil and criminal cases associated with online pharmacies. This is accomplished by reviewing legal documents/filings available via the Public Access to Court Electronic Records (PACER) database, the Drug Enforcement Agency's website, and structured search queries using the Google search engine. We found more than 100 cases, including criminal indictments, sentencing documents, judgments, forfeiture orders, motions, civil complaints, and restitution documents. Our review indicates that current legal tools and regulatory policies do not effectively deter this highly profitable criminal activity. Hence, we issue a “Call to Action,” advocating the need for more robust legal remedies and criminal penalties, and greater legal and policy coherence at the domestic, regional, and global level aimed at improving patient safety and ensuring the integrity of the drug supply chain.

Significance of eLearning at Sunway University: A perspective from Art and Design Students

Online learning platforms give a great opportunity for various types of learners with different learning abilities to learn at their own pace anytime, anywhere and at any cost. Some of the most common online platforms are Moodle, Blackboard and Virtual Learning Environment (VLE). Each platform has its own impact to the learners. It can be a positive or negative impact depending on the content of the subject matter, layout, design and user friendliness of the course site. However, online platforms can be significant for many learners but not for all. This paper studies the significance of using Blackboard (known as eLearn at Sunway University) in teaching and learning at Department of Art and Design, Sunway University. 79 students at this department had participated in the survey and given their feedback on using eLearn and about 74.7% of them are local students and the rest are international students. Teaching mathematics online can be different from history; teaching spiritual values can be different from science. However, all online teachings and learnings have something in common. There are some factors that make the online facilitators rise and fall at times. This paper also discovers learners’ expectation for a better eLearn experience.

Global Emergency Medicine Journal Club: A Social Media Discussion About the Outpatient Management of Patients With Spontaneous Pneumothorax by Using Pigtail Catheters

Annals of Emergency Medicine collaborated with an educational Web site, Academic Life in Emergency Medicine (ALiEM) to host a public discussion featuring the 2014 Annals article on the outpatient management of patients with a spontaneous pneumothorax by using pigtail catheters. The objective was to curate a 14-day (November 10 to 23, 2014) worldwide academic dialogue among clinicians about the article. Four online facilitators hosted the multimodal discussion on the ALiEM Web site, Twitter, and Google Hangout. Comments across the social media platforms were curated for this report, as framed by 4 preselected questions. Engagement was tracked through Web analytic tools. Blog comments, tweets, and video expert commentary involving the featured article are summarized and reported. The dialogue resulted in 1,023 page views from 347 cities in 49 countries on the ALiEM Web site, 279,027 Twitter impressions, and 88 views of the video interview with experts. This Global Emergency Medicine Journal Club created a virtual community of practice from around the world and identified common themes around the management of spontaneous pneumothorax, which included substantial practice variation in regard to inpatient versus outpatient management, location of chest tube, the use of aspiration, and chest radiography after placement.

Global Emergency Medicine Journal Club: A Social Media Discussion About the Lack of Association Between Press Ganey Scores and Emergency Department Analgesia

Annals of Emergency Medicine collaborated with an educational Web site, Academic Life in Emergency Medicine (ALiEM), to host a public discussion featuring the 2014 Annals article on the association between Press Ganey scores and emergency department (ED) analgesia by Schwartz et al. The objective was to curate a 14-day (December 1 through 14, 2014) worldwide academic dialogue among clinicians in regard to preselected questions about the article. Five online facilitators hosted the multimodal discussion on the ALiEM Web site, Twitter, and Google Hangout. Comments across the social media platforms were curated for this report, as framed by the 4 preselected questions. Engagement was tracked through Web analytic tools and analysis of tweets. Blog comments, tweets, and video expert commentary involving the featured article are summarized and reported. The dialogue resulted in 978 page views from 342 cities in 33 countries on the ALiEM Web site, 464,345 Twitter impressions, and 83 views of the video interview with experts. Of the unique 169 identified tweets, discussion (53.3%) and learning points (32.5%) were the most common category of tweets identified. Common themes that arose in the open-access multimedia discussions included Press Ganey data validity and the utility of patient satisfaction in determining pain treatment efficacy. This educational approach using social media technologies demonstrates a free, asynchronous means to engage a worldwide scholarly discourse.

Global Emergency Medicine Journal Club: A Social Media Discussion About the Age-Adjusted D-Dimer Cutoff Levels to Rule Out Pulmonary Embolism Trial

Annals of Emergency Medicine collaborated with an educational Web site, Academic Life in Emergency Medicine (ALiEM), to host an online discussion session featuring the 2014 Journal of the American Medical Association publication on the Age-Adjusted D-Dimer Cutoff Levels to Rule Out Pulmonary Embolism (ADJUST-PE) trial by Righini etal. The objective is to describe a 14-day (August 25 to September 7, 2014) worldwide academic dialogue among clinicians in regard to 4 preselected questions about the age-adjusted D-dimer cutoff to detect pulmonary embolism. Five online facilitators hosted the multimodal discussion on the ALiEM Web site, Twitter, and Google Hangout. Comments across the social media platforms were curated for this report, as framed by the 4 preselected questions, and engagement was tracked through various Web analytic tools. Blog and Twitter comments, as well as video expert commentary involving the ADJUST-PE trial, are summarized. The dialogue resulted in 1,169 page views from 391 cities in 52 countries on the ALiEM Web site, 502,485 Twitter impressions, and 159 views of the video interview with experts. A postdiscussion summary on the Journal Jam podcast resulted in 3,962 downloads in its first week of publication during September 16 to 23,2014. Common themes that arose in the multimodal discussions included the heterogeneity of practices, D-dimer assays, provider knowledge about these assays, and prevalence rates in different areas of the world. This educational approach using social media technologies demonstrates a free, asynchronous means to engage a worldwide audience in scholarly discourse.

Social Media in the Emergency Medicine Residency Curriculum: Social Media Responses to the Residents’ Perspective Article

In July to August 2014, Annals of Emergency Medicine continued a collaboration with an academic Web site, Academic Life in Emergency Medicine (ALiEM), to host an online discussion session featuring the 2014 Annals Residents' Perspective article "Integration of Social Media in Emergency Medicine Residency Curriculum" by Scott etal. The objective was to describe a 14-day worldwide clinician dialogue about evidence, opinions, and early relevant innovations revolving around the featured article and made possible by the immediacy of social media technologies. Six online facilitators hosted the multimodal discussion on the ALiEM Web site, Twitter, and YouTube, which featured 3 preselected questions. Engagement was tracked through various Web analytic tools, and themes were identified by content curation. The dialogue resulted in 1,222 unique page views from 325 cities in 32 countries on the ALiEM Web site, 569,403 Twitter impressions, and 120 views of the video interview with the authors. Five major themes we identified in the discussion included curriculum design, pedagogy, and learning theory; digital curation skills of the 21st-century emergency medicine practitioner; engagement challenges; proposed solutions; and best practice examples. The immediacy of social media technologies provides clinicians the unique opportunity to engage a worldwide audience within a relatively short time frame.

Rules of Engagement: Considering Good Policy and Practice with Online Military Learners

In online distance learning environments military learners are not particularly obvious or distinctive; however, they do possess a degree of difference that needs to be recognized. The military can be considered to possess a Janusian culture; two distinctive cultural patterns that emerge in different situations. The culture they display in online distance learning situations is not particularly different from their non-military peers; however, online facilitators should be aware of their other cultural dimension and the difficulties that they encounter in participating online. Drawn from the author’s ten years of working with military learners, this article explains these different cultural perspectives, explores the negative impacts of stereotyping, and provides practical suggestions for harnessing the strengths of these learners in productive online learning.