Facilitating online learning: A descriptive study
P Youngblood, F Trede, S Di Corpo - Distance Education, 2001 - Taylor & Francis
P Youngblood, F Trede, S Di Corpo
Distance Education, 2001•Taylor & FrancisMany authors cite the potential of Web‐based technologies for transforming education.
However, little research has been done to explore what skills are required. This paper
reports a four‐phase study conducted to clarify the role of the facilitator and to identify other
factors that support or inhibit online learning. Postgraduate students who had participated in
online learning were asked to rate the relative importance of 12 facilitator tasks. Next,
students and lecturers were interviewed to determine factors that influence the success of …
However, little research has been done to explore what skills are required. This paper
reports a four‐phase study conducted to clarify the role of the facilitator and to identify other
factors that support or inhibit online learning. Postgraduate students who had participated in
online learning were asked to rate the relative importance of 12 facilitator tasks. Next,
students and lecturers were interviewed to determine factors that influence the success of …
Many authors cite the potential of Web‐based technologies for transforming education. However, little research has been done to explore what skills are required. This paper reports a four‐phase study conducted to clarify the role of the facilitator and to identify other factors that support or inhibit online learning. Postgraduate students who had participated in online learning were asked to rate the relative importance of 12 facilitator tasks. Next, students and lecturers were interviewed to determine factors that influence the success of online courses. Results show that facilitators must clarify expectations, initiate and guide online discussions and explain assessment criteria.
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