Synchronous 3-Day Model

Part I: Vital Information in Facilitator Training

Training Program Audience

The program audience for the synchronous 3-day model

are higher education facilitators. This audience should possess
a mastery of their content areas, strong research skills,
curriculum development abilities, and knowledge of
instructional practices. These trainees area also expected to
have strong communication skills, organization skills, and the
ability to assess the situation and adjust where necessary. The
assumed current experience level is between 5-10 years
teaching in higher education as well as a Masters degree or
Doctorate degree in their given field of education. The
assumed level of knowledge for these trainees in conjunction
with distance learning is minimal to no knowledge with
distance learning, but extensive knowledge in their given field
in a seated setting.

Training Program Goals

1. Content knowledge: facilitator should know the content of
information being taught and be proficient enough with this
content to be able to deliver to students in a distance learning
environment.
2. Blend technology and content: facilitator must be able to
blend the content being taught with technology in a manner that
is understandable to the distance learner.
3. Establishing an online presence: facilitator must be able to be
present in the virtual classroom and be able to assist the distance
learner in being comfortable entering into the distance learning
environment. The facilitator must engage the students and keep
them interested in the learning process as well as the content
being delivered.

Training Program Goals

Continued
4. Effective communication skills: facilitator must be able to
communicate appropriately and in the proper tone with the
learner. The online discussion questions tend to be the leading
factor in the distance learning setting and the facilitator must
keep the discussions interesting and in line with the content
being delivered.

5. Ability to manage learners: facilitator must be able to provide

support to the distance learner as well as the extra push a new
distance learner may require to remain on task in the distance
learning environment. A distance facilitator is not only a
facilitator but also a counselor, a support system, a tutor, and a
monitor. (Burns,2014).

The key training elements that

will be focused on for this training
*Distance
communication
*Managing learners in a
distance environment
*Content knowledge
*Blending knowledge and
content

*Establishing an online
presence
*Keeping distance learners
engaged and interested
beyond the online
presence
*Plan creation for distance
learning

Objectives for the training

program
1. Affluent in distance communication

2. Able to create a substantive and progressive distance

learning
educational plan
3. Ensure ability to blend knowledge and content in distance
learning environment
4. Proficient
in establishing
online presence
Proficient
in keeping
distanceanlearners
engaged in the distance learning environm

Proficient in managing distance learners

a. Counseling
b. Mentoring
c. Tutoring
d. Follow through with expectations

Summative Assessment of Trainee Learning

1. Affluent in distance communication - measured through role
play, simulations, oral, and written test
2. Able to create a substantive and progressive distance learning
educational plan measured through a written distance learning
education plan, including resources for student learning, and links
to enhance content retention
3. Ensure ability to blend knowledge and content in distance
learning environment measured through a written test
4. Proficient in establishing an online presence measured through
role play, simulation, and oral test
5. Proficient in keeping distance learners engaged in the distance
learning environment measured through role play and simulation
6. Proficient in managing distance learners measured through role

Summative Assessment of Trainee Learning

Results
Tests
Role Play
Simulations

The result of the combined measuring tools for each

objective to show success should be between 85-100%. The
trainees should be able to successfully complete each task
with a minimum of 85% to be successful in planning,
creating, maintaining, and engaging in the distance
learning environment.

Part II: Facilitator Skills and Instructional Material

The skills needed to create

effective distance learning
1. Time management

2. Time commitment

a. Ensure time for

technology errors

a. Be committed to the
student

b. Ensure time for plan

creation

b. Be committed to the
learning process

c. Ensure time for

grading student work

c. Ensure student feels

comfortable with your ability to
answer questions in a prompt
amount of time

d. Ensure time to read

and reply to student
discussion replies and
issues the student
may have during the

d. Grade assignments in a
prompt time frame

The skills needed to create

effective distance learning
3. Balancing
responsibilities

5. Managing stress
4. Setting priorities
a. Know deadlines

a. Ensure students
feel your
presence
b. Ensure you are
managing your
student interaction
along with program
advancement
responsibilities
c. Develop the
classroom plan in
an effective manner

a. Ensure learners
gain the best
experience
b. Ensure learners
gain the expected
knowledge
c. Ensure learners
feel secure in the
classroom setting
d. Ensure learners
are comfortable
coming to you

b. Plan ahead
c. Remain up-todate on class
specific resources,
technology, and
troubleshooting
techniques
d. Remain present
throughout the
course

The skills needed to create

effective distance learning
7. Online communication
6. Accountability
a. Have goals set for class performance

skills
a. Write clearly

b. Keep constant follow up

Follow through with classroom plans

i. Use proper grammar

and punctuation

c. Ensure presence is never lacking

ii. Reread responses

d. Make expectations known and maintain

them
throughout the course
e. Clarify all expectations
f. Do not be afraid to reach out for
guidance on how to improve classroom
relations

iii. Ensure sentences are clear

and concise
b. Remain open to different
views and always remain
respectful, students need to be
comfortable when responding
to discussions
c. Write with the proper tone
when replying to learner

The skills needed to create

effective distance learning
8. Build an online community
a. Gain involvement from all students
with your presence
b. Make the distance learning
environment comfortable for all students
c. Push students to think outside of the
box and to gain other students
involvement
d. Provide resources to assist in the
learning environment
e. Provide links, videos, quotes, etc to
enhance the learning experience (Alford,
P and Lawson, A., Distance Learning

Strategy to Present Skills to

Facilitators
The strategy that would be used to present
these skills to facilitators is to bring forth
scenarios of success in the careers the
trainees have maintained in their lives so far.
Each one of these skills while important for
distance learning, are also important for
success in any other position as well. The two
skills that will go beyond real life experience
the trainees already possess are online
communication and building an online
community. The strategy used to present
these skills to the trainees is role play and
simulations. The role play and simulation
reactions will be dependent on the trainees
responses. The more the trainee responds the
better the simulation/role play interaction will
be. This will be a good way to bring forth the

Phases of development for the distance learning

facilitators

The visitor
Little
technology
interaction
Skeptical of
the process

Phase II:

Phase IV: Insider

Phase I:

Novice
Little to no
online
teaching
experience
Begins to
explore the
concept of
distance
facilitating

Phase III:
Apprentice
Few terms of
distance
facilitating
Content has
become a
concern
Has more
confidence
Broader
understanding of
distance skill and
environment

Comfortable in the
distance facilitating
environment
Gains advanced
training
Has facilitated several
distance courses
Proficient with course
management and
technology

Phase V: Master

Facilitated multiple
distance courses
simultaneously
Mastered technology
Comfortable with all skills
required for distance
facilitation
Researches best practices
for distance facilitation

Theories of distance learning

1. American Theory of
Independent Study

3. Theory of Industrialization of
Teaching

2. European Theory
Capable of
of Independent
operating
Study
anywhere
students are
Provision for
present
two-way
Greater
communicati
responsibility
on
for the student
Extent of
Offers wider
programs
choices
responsivene
Proven effective
ss to
Preserve and
learners
enhance
needs
opportunities
Traditional
Permits selfschool
paced learning
learners are
dependent

Rationalization
i. Use of methodical
measures to lessen
input of power, time,
and money
Divides tasks into
subtasks
Formalization
i. Predetermination of
phases
ii. All points must be
determined exactly
Development is as
important as the work
being done
Effectiveness is
dependent on planning
and organization

Theories of distance learning

4. A Synthesis of
Existing
Theories
You can use a
medium to
teach anything
Circumstances
occur where
cost of distance
learning is less
extensive
Reach learners
not reached by
ordinary
facilitation

5. Equivalency Theory
Impact of technology in
distance learning is
increasing
Distance learning should
be built on the
equivalency of learning
experience
Responsibility of the
distance educator is to
design learning events
that are tailored to the
distance learner
(Simonson, Schlosser, &
Hanson, 1999).

The American Theory of

Independent Study

The American Theory of Independent Study applies to the

reasoning behind why beginning distance learners decide to
embark in the distance learning adventure. Distance learners
tend to choose the distance learning path because of the
independence of the study. Distance learners can partake in
the learning experience from any place at any time and can
set their own pace in the learning process to an extent.
Deadlines and responsibilities still exist, however; students can
meet those deadlines when they have time and are not forced

The European Theory of

Independent Study
The European Theory of
Independent Study applies
to the fact that distance
learners wish to break away
from the dependency of
facilitators. In distance
education there is a gap
between the teacher and
the student which allows for
more extensive growth of
the student. A more
independent student is apt
to take the reins in creating
their own learning agenda.

The Theory of Industrialized

Teaching
The Theory of Industrialization of Teaching applies to the
development of the course being the most important aspect of
the course. The better developed the course, the more successful
the course will be. This theory also applies to the expenses that
are incurred for facilitation. The distance environment reduces
the required amount of power, time, and money to operate.
Distance learning is a more financially secure decision for
institutions.

The Synthesis of Existing

Theories
The Synthesis of Existing Theories
applies to how far the distance
learning experience can reach. The
amount of growth for distance
learning depends on the level of
audience, choice of media, and the
sophistication of the product. The
group discussions are a grand
depiction of this theory because the
amount of knowledge gained is
dependent upon the amount of
conversation and the content of the
conversation.

The Equivalency Theory

The Equivalency Theory applies to the fact that the seated

environment and the distance environment are fundamentally
different. This makes it the instructors responsibility to ensure
the distance learning experience is equally as effective as the
seated learning experience.
Theories for engaging distance learners

Engaging Distance Learners

When engaging distance learners the theories of Malcolm Knowles
explain that the adult learner has unique characteristics and engaging
the learning process requires specific steps. Knowles combines
andragogic and pedagogical centered methods. From the beginning of
the program the facilitator must clearly state goals and objectives. If the
learner understands what the goals and objectives are in the distance
learning environment the learner is much more likely to follow that
guideline and be more motivated to ensure he or she is following the
given expectations.
The facilitator must maintain an online presence. This consists of
ensuring conversations are started with the appropriate tone and the
learners have a sustainable conversations starter to lead to substantial
conversation threads. The facilitator must take the lead and maintain
communication throughout the course to gain involvement from the
learner. He or she cannot let up on the online presence in discussions,
acknowledgement, response, and giving new ideas or questions that
probe for the learners to use critical thinking skills and elaborate on the

Engaging Distance Learners

Building a community of
learners begins with the
online presence. The more
the facilitator posts and
brings out more critical
thinking, that action gains
involvement from more
students, more often, and in
turn creates a community of
learners. Learners begin to
probe each other for deeper
answers and come together
to aid each other in the
learning experience. This
sharing builds a sense trust

Part III: Management and Technology Tools

Mentoring program for

faculty

The goals of the mentoring program for faculty are to assist

facilitators in gaining a more firm understanding on how to
engage distance learners and to provide support to distance
facilitators through technological issues that occur with
distance facilitating.

Mentoring Program
Objectives
1. Able to provide distance facilitation with
minimal
issues
2. Decide types of resources that will assist the
distance
learner most effectively
3. Figure out the best way to promote the
learning
process
4. Provide individual support

Mentor identification
will be determined by:
1. Years of experience
2. Demonstrated success
during
hands on facilitating
3. Willingness to participate
4. Locality

Performance Status of Mentor and Experience

with Distance Education

The mentors current standing as a professional

distance educator must be a minimum of two
years as a distance facilitator. The mentor
should have facilitated a minimum of 12
distance courses with a completion rate of 85%
minimum. The mentors success will be
determined by the success rate of his or her
students and an accumulation of results from
previous learner surveys. The mentor does not
require previous mentoring experience but he or
she must have previous distance facilitating
experience as portrayed above.

Management and Evaluation Programs for

Facilitators
The faculty learning community
approach will affect management by
creating a community for knowledge
management and to develop new and
innovative resources that will assist
facilitators in meeting the needs of
the institution. The challenges to
managing an adjunct faculty from a
distance are lack of structure,
matching the correct mentor to the
correct mentee, lack of collaboration,
and lack of administrative and
technical support. The strategies for
managing an adjunct faculty from a
distance are gaining collaboration
through a structured mentoring
program, designing a training

Evaluation Strategies for

Facilitators
Evaluation strategies for facilitators will include learner
surveys, rubrics, mentor evaluations, peer evaluations, and
learner success rates. The learner surveys and evaluation
rubrics will provide clear feedback for how well the
facilitator is handling the distance learning environment.
Mentor and peer evaluations will provide a clear vision of
how the facilitator is approaching the planning process and
maintaining process in the virtual classroom. The learner
success rate will give a clear vision of how well the
facilitator is assisting the learner through the distance
learning process.
The evaluation process and management strategies
align with the identification of effective faculty skills and
behaviors in part I because if the facilitator does not have
the proper skills for distance learning then the facilitator will
not have a successful evaluation and will not be able to
properly management the distance learners. The skills that

Learning Platform
The learning platform being used by the distance learning faculty
for facilitating their class is the Learning Management System
(LMS). Facilitators will use Litmos as the LMS, with this program the
facilitator can add lectures and videos with ease by dropping down
the, add a module drop down option and choosing which type of
information is to be uploaded. Class discussions are began by
adding people and connecting them in the main classroom allowing
them to communicate together. Private messages are performed
through the email function. The facilitator can receive the
assignments through email and provide the feedback and grades in
the same fashion.

Technology or Media Tools for

Engagement

Games or
Simulations

Podcast

Twitter

Technology or Media Tools for

Engagement
Three technology or media tools that engage and enhance
student learning are games and simulations, Twitter, and
podcasts. Games and simulations lend a bit of fun to the
mundane nature of the learning environment. The learner can
enjoy a game while learning the course content as well as enjoy
a bit of real life experience through the simulation process while
learning the course content. Twitter can give the learner the
ability to see what other students are dealing with during the
learning process as well as allow the learner to reach out to
other learners if questions occur that the learner does not want
to ask the facilitator. Podcasts allow the learner to gain
information while putting on headphones and continuing their
daily activities. This lends the learner the ability to maintain daily
activities and learn course content at the same time.

Part IV: Issues in Classroom Management

Technology Tools for

Student Collaboration
Skype

Blogs

Litmos

Technology Tools for Student

Collaboration
Three different technology tools for student collaboration
are blogs, Skype, and the classroom environment, Litmus.
Blogs are a good way for learners to post how they are
approaching their learning process, to get information to
other learners, and to collaborate with team members
during the learning process. Skype can be used on any
operating system and is a good way for learners to gain
face-to-face collaboration. Many times in distance learning
the learners do not have personalized experiences, and
Skype can lend the personal touch that some learners
require. The classroom environment, Litmus is provided to
begin the collaboration process between the learners and
the facilitator. The other technology tools lend a way for
learners to gain further collaboration outside of the

Distance Learner
Demographics
Varying
Ages

All
Races

Multiple
Cultures
All
Sexes
Integrated

The experience of the distance

learner depends on the level of
course they are entering in. The
majority of the time the distance
learners in each course have similar
experience with the distance learning
setting because they have progressed
through the learning process. Prior
learning experience of distance
learners can range from the
classroom setting to mastery of the
distance learning setting. This is why
it is vital to ensure the facilitator can
guide each learner in the appropriate
fashion.

Synchronous facilitator skills

1. Face-to-face
communication
2. Time management
3. Time commitment
4. Accountability
5.
6.
7.
8.

Balancing responsibilities
Setting priorities
Stress management
Accountability

Asynchronous facilitator
skills
1. Face-to-face
communication
2. Time management
3. Time commitment
4. Accountability
5. Balancing
responsibilities
6. Setting priorities
7. Stress management
8. Accountability
9. Distance communication
10. Building an online
community

Three technological issues and

Resolutions
Three
technological
issues:
1. Misuse of
technology
2. Hardware
malfunctions
3. Virus

Resolutions
1. Take time to watch
tutorials and ask mentor
questions on how to ensure
proper operation. Continue
training.
2. Ensure another option if
hardware malfunctions
occur. Keep technical
supports phone number in
case of emergency.
3. Install a virus

Classroom management issues and resolutions

The facilitator must ensure to give

timely feedback to the learner. This
feedback will come in the form of
private and public messages. The
facilitator must ensure he or she uses
the proper tone whether providing
critiques or compliments. The facilitator
must watch all comments made in the
classroom setting to ensure there are
not conflicts occurring. If conflicts seem
to be occurring the facilitator is

Facilitator Challenges

If the facilitator faces difficult challenges such as cyber-bullying or

inappropriate posts, the facilitator must contact the offending learner
and advise him or her that this behavior is not acceptable in this
learning environment and they must stop these actions. If the learner
does not stop when asked to stop it is possible that the facilitator will
have to ask for the learner to be removed from his or her course. Lack
of participation or engagement from the learner will be reflected in the
learners grade. The facilitator should urge the learner to increase
participation by engaging the learner more in the discussion forums as
well as sending a personal email to advise the learner that
participation is important not only for his or her grade but also for the

ADA Accommodations
ADA learners are allotted certain accommodations within the
learning environment these include but are not limited to exam
accommodations, orientation into the classroom, use of
language, learning assistance, and receiving material in an
alternative format such as video, podcast, etc. The facilitator
must ensure disabled students receive the proper
accommodations to assist them in being successful through the
learning process.

Conclusion

Distance facilitators must be affluent

in distance communication as well as
allotting the necessary time to guide
their learners through a successful
learning experience. Distance
learning is a growing form of
furthering education and the
facilitators presence sets the tone for
the success of the learners and the
institution.

Reference
Alford P, Lawson A. Distance Learning Basics: Skills
For Being A Successful Online Student. 1st ed. San
Fransisco: Creative Commons; 2009:4-11. Available
at:
http://www.limcollege.edu/Distance_Learning_Basics
__Skills_for_Being_a_Successful_Online_Student.pdf.
Accessed September 9, 2015.
Burns, M. (2014). Elearning Industry. Retrieved from
http://elearningindustry.com/top-5-onlinelearning-skills-online-instructors
Simonson, M., Schlosser, C., & Hanson, D. (1999).