Chad Bates & Tony DePietro
EP 524
Fall 2009
• Introduction
• History
• Advantages & Disadvantages
• Facilitating E-Learning: Guidelines & Mannerisms
• Synchronous & Asynchronous
• Research Study
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There are many definitions of E-Learning
 E-learning refers to any type of learning
situation when instructional content is
delivered electronically via the internet when
and where people need it (Zhang and
Nunamaker, 2003).
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Synchronous vs. Asynchronous
Synchronous
 Multicast and real-time interactive
Asynchronous
 Not in real-time
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What types of E-learning have you participated
in?
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1980- Microcomputer instruction (CBI/CBT)
flourished in this decade with the emphasis on
design for interactivity and learner control.
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1990 - Focus on designing learning environments
based on a constructivist approach to learning and
multimedia development. Hypertext and
hypermedia influence the field and cross-cultural
issues are bridged using the Internet. In the 1990s,
interactive learning via computer-based training
(CBT), use of touch screens and interactive
videodisks increased with the availability of home
computers and more reliance on technology in the
workplace.
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2001 MIT announced its commitment to make
materials from virtually all of it courses freely
on the web (Zhang, Zhao, Lina Zhou,
Nunamker, 2003).
2002 enrollment in the baccalaureate and
graduate programs at the University of
Phoenix Online reached 50,000 a increase of
70% (Zhang, Zhao, Lina Zhou, Nunamker,
2003).
Advantages & Disadvantages
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What do you feel are advantages of e-learning?
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Class work can be scheduled around personal
and professional work
Reduces travel cost and time to and from
school
Learners may have the option to select learning
materials that meets their level of knowledge
and interest
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Learners can study wherever they have access
to a computer and Internet
Flexibility to join discussions in the bulletin
board threaded discussion areas at any hour, or
visit with classmates and instructors remotely
in chat rooms
Different learning styles are addressed and
facilitation of learning occurs through varied
activities
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Development of computer and Internet skills
that are transferable to other facets of learner's
lives
Successfully completing online or computerbased courses builds self-knowledge and selfconfidence and encourages students to take
responsibility for their learning
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Improved performance: A 12-year meta-analysis of research
by the U.S. Department of Education found that higher
education students in online learning generally performed
better than those in face-to-face courses.
Increased access: Instructors of the highest caliber can share
their knowledge across borders, allowing students to attend
courses across physical, political, and economic boundaries.
Recognized experts have the opportunity of making
information available internationally, to anyone interested at
minimum costs. For example, the MIT OpenCourseWare
program has made substantial portions of that university's
curriculum and lectures available for free online.
Convenience and flexibility to learners: in many contexts,
eLearning is self-paced and the learning sessions are
available 24x7. Learners are not bound to a specific
day/time to physically attend classes. They can also pause
learning sessions at their convenience.
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What do you feel are disadvantages?
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Student Participation
 Some students are intimidated by the
permanence of contributions as opposed to
easily forgotten classroom comments.
 Not comfortable having their comments
exposed for all to see and criticize
 Fear of having to sound intelligent
 Fear of being impolite
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Unmotivated learners or those with poor study habits may
fall behind
Lack of familiar structure and routine may take getting
used to
Students may feel isolated or miss social interaction
Instructor may not always be available on demand
Slow or unreliable Internet connections can be frustrating
Managing learning software can involve a learning curve
Some courses such as traditional hands-on courses can be
difficult to simulate
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 Online Facilitation is broadly defined as, “the act of
managing the learners and the learning through an online
medium” (according to Backroad Connections Pty Ltd, 2002).
 “ Facilitation can also refer to the meaning ‘the
communication of others online’.” (according to Backroad
Connections Pty Ltd, 2002).
 “Facilitation when used as a pedagogical term, ‘applies to
student-centered approaches to teaching as opposed to teacherdriven’.” (Kempe, 2001, as cited in Backroad Connections Pty
Ltd, 2002).
C. Bates and T. DePietro
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1. Participants become independent and
interdependent inquirers.
2. Responsibility is taken on by each group
member for his / her own learning.
3. Discussion groups do not look at instructor for
validation.
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What type of qualities are important in an
instructor who is facilitating an e-learning
course?
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The following mannerisms should be qualities
which the online facilitator possesses:
 Someone who can provide direction and support
to learners.
 Someone who pays attention and is responsive.
 Someone who can allow participants to develop
group cohesiveness, yet also knows the appropriate
time to step in and transfer a conversation or
provide encouragement.
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 Someone
with the ability to be innovative and
experimental.
 Someone with a capacity for relationship
building.
 Someone who can progress normal
conversations into deeper level engagements.
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• Motivation is key throughout the course development.
Ease of Communication: The “communication tool”
needs to be easily visible inside the course section’s
screen site at all times.
- This makes it possible for students to send e-mails to
the professor throughout the course.
- Also ensure that graphics and sound can be sent
through e-mail communication system.
 Identify Types of Assistive Technology allowed & those
prohibited at the beginning of the course.
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• According to Matthews-DeNatale and Doubler (2000)
whenever Facilitating Online discussions / conversations,
you should keep the following guidelines in mind:
1. “ESTABLISH INFORMED EXPECTATIONS
- Let course participants know:
• when (days/times) you will be “present” in the
discussions
• what kind of interaction they can expect from you
• how you would like them to interact with each other.
- Check “discussion area” at least 3 times per week, as
well as “Help!” forum. If you are going to be gone for
a few days, inform class of this information
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2. FRONT END VIGILANCE
- First week of class  most import time
- Establish group trust, rapport, & confidence in
technical skills
- Respond to requests for assistance ASAP
3. ESTABLISH A HUMAN PRESENCE
- Introduce yourself to students in a unique way
- If / when appropriate weave in humor into
“personalization”
- Before posting message  read aloud to self – do
messages sound like you? If not, make changes.
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4. VISIBLE and PREDICTABLE RHYTHMS OF
COMMUNICATION
- Develop a schedule – develop a “routine” so
that you do not get behind on feedback to
students
- Write a Mid-week and Friday post – by doing
so students are aware mid-week of their
“direction / progress.” At the end of the week,
try to “connect” the work from the previous
week, as well as “guide” them in the direction
they need to go for the following week.”
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5. OPTIMIZE YOUR MESSAGES
- Keep messages short– keep focused on one topic
- Carefully craft your posts – Think about the
following four items when composing your posts:
1. What are the learners’ ideas?
2. What do I think the group needs to pursue in
more depth?
3. What behaviors do I want to model and / or
encourage?
4. How do I think my readers will perceive the
post?
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6. GIVE CONSTRUCTIVE FEEDBACK
- Try writing messages, leaving room, and then coming
back to re-read it, only this time imagining yourself as the
recipient of the message.
- Also, try to think of the recipient as a “co-learner,”
instead of trying to speak in the “teacher’s” voice. In
other words, write with a first person voice (i.e., I
wonder what would happen if …)
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6. GIVE CONSTRUCTIVE FEEDBACK (con’t)
- Always look for something positive to say at the
beginning of the message
- Instead of making corrections, keep a list of the
problems and wait. See if other group members
notice and address these problems in the course. If
not, then write something in your mid-week post.
- Ask the participants, themselves, if there are any
“areas of concern,” which they feel they need to
address.
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7. Ask Yourself, “WHAT DOES THE GROUP /
INDIVIDUAL NEED TO MOVE FORWARD?”
- The facilitation of a group will change daily,
depending on what is needed. There is not one
correct “response.”
- Listed below are possible actions that can be taken
as a facilitator:
 Summarize
 Moderate
 Prompt
 Troubleshoot  Mediate
C. Bates and T. Depietro
 Guide
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What do you think is important in an elearning environment?
C. Bates and T. Depietro
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Important to provide a safe environment for
online activities and communications.
 Reason  students will not engage if they
feel their security / privacy is being
invaded.
 Online environment has to be designed so
that stages flow properly in learning stages.
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Environment consists of:
- Interactive Multimedia exposition
- Automated reasoning to check student work
- Online exercises using symbiotic computation
 Environment also contains :
- Facilities for collecting extensive data on all
aspects of students’ usage.
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Student-Student Interaction:
- Keep discussion group sizes manageable. (sizes
of four to five students is ideal)
- Encourage students to answer each other’s
questions, rather than having you answer their
questions.
- Also, encourage students to critique each
other’s work.
- Develop an area for personal interaction.
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-According to Australian National Training
Authority (2000), some of the greatest challenges
when facilitating e-learning are:
 “Blended Learning” – finding right mix of online
and offline activities
 Keeping tabs on individual students’ progress
 Catering for different learning preferences &
learner needs
 Adopting “student-centered” approaches
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Dealing with technical issues
Avoiding dangers of misinterpretation of text
Standing back, allowing students to discover
the power and potential of the medium for self
and group learning
Teacher workload in responding to individual
students online
Students report being overwhelmed by
messages
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“Effective”
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Online Facilitation should:
Engage learners
Guide learners
Motivate learners
Provide a safe environment for learners to work
and learn
Do all of the above items, regardless of the
learner’s use / experience to online learning
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Characteristics, according to Australian National
Training Authority (2000) (used to measure
successful online or learning communities :
 Participants post in discussion forums regularly
(appropriate to facilitator’s instructions)
 The online community meets its members’ needs,
and participants express honest opinions
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Participant-to-participant collaboration and
teaching are evident, and spontaneous
moderating occurs among the participants
 Reasonable venting about technology, content,
and even the facilitator is acceptable and
evident
 Participants show concern and support for the
community
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The two types of online learning that exist are
“synchronous” and “asynchronous.”
-Asynchronous E-Learning is most often practiced by email and discussion boards. This type of e-learning makes
it possible for learners to download documents, files, etc.,
at any time they wish. The facilitators may also post
lectures, instructions, videos, etc., and check these posts at
any time they wish.
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 This type of e-learning is the more flexible type of
learning because everyone does not have to be online at
the same time to participate.
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Electronic learning is one of the most
significant recent developments in the
information systems industry (Wang, 2003)
Focusing on “Synchronous E-Learning”:
-Synchronous E-Learning is often preferred in
today’s e-learning community. Reasons why include:
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1. Frustration is avoided when having to wait for
an answer.
2. A more “social” atmosphere is provided.
3. Motivation is increased.
4. The “receiver’s” reaction is able to be
monitored, where it cannot be when learning
asynchronously.
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When, Why, And How to Use Synchronous E-Learning
Synchronous E-Learning
When?
Why?
How?
Examples
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When, Why, And How to Use Synchronous E-Learning
Synchronous E-Learning
When?
Discussing less complex issues
Getting acquainted with co-workers
Planning tasks
Why?
Learners become committed and motivated because a quick response is
expected.
How?
Use synchronous means such as videoconferencing, instant messaging and
chat, and complement with face-to-face meetings.
Examples
Learners expected to work in groups may be advised to use instant
messaging as support for getting to know each other, exchanging ideas, and
planning tasks.
A facilitator who wants to present concepts from literature in a simplified way
might give an online lecture by videoconferencing.
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Assessment of learner satisfaction with
asynchronous electronic learning systems
- Yi-Shun Wang (2003)
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According to Giese and Gote’s e-learning
satisfaction can be defined as
 A summary affective response of varying
intensity that follows asynchronous elearning activities, and is stimulated by
several focal aspects, such as content, user
interface, learning community,
customization, and learning performance
(Wang, 2003).
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A positive relationship exists between ELS
score and the reuse intention of the e-learning
systems
A negative relationship exists between ELS
score and the extent of post-usage complaint
behavior
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5 International Organizations
 Taiwan Semiconductor manufacturing
Corporation
 United Microelectronics Corporation
 Compal Electronics
 MiTAC International Corporation
 Dell Taiwan
116 respondents
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The electronic learning satisfaction instrument
demonstrated to produce acceptable reliability
estimates, and evidence also supported
 Content validity
 Concurrent validity
 Discriminant validity
 Convergent validity
 Nomological validity
 ABOUT-ELEARNING.(2004).
(e-Learning
Advantages and Disadvantages). What are elearning advantages and disadvantages?
[reference]. About-elearning.com.
 www.gettyimages.com
 Ltd, B. C. P. (2002). What have we learnt
about... Effective Online Facilitation. [reference].
Australian Flexible Learning Framework(1.01).
C. Bates and T. Depietro
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 Vehe,
S. M. (1996). Research Directions in
Cartography: Web Based Maps Versus Paper
Maps. University of Nebraska at Omaha.
 Wang, Yi-Shun. 2003. Assessment of Learner
Satisfaction with Asynchronous Electronic Learning
Systems. Information and Management, 41 75-86.
 White, N. (2009). What do we mean by
engagement online? [online facilitation]. Full Circle
Associates?
C. Bates and T. Depietro
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 Williams,
C. (2002). Learning On-line: A review
of recent literature in a rapidly expanding field.
Journal of Further & Higher Education, 26(3), 263272. doi:10.1080/03098770220149620.
 Zhang, D., Zhao, J., Zhou, L. & Numamaker, J.
(2004). Can e-learning replace classroom learning?
Communication of the ACM, 47(5), 75-78.
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