1

Signature Assignment

CorLencia D. Johnson

CUR 532

Danene Mims

April 3, 2017
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Records Management
Distance Learning Facilitator Training
Program
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Part I - Vital Information in the Facilitator Training

Facilitator Information CorLencia D. Johnson
cjohnson@email.rmanagement.edu (Virtual Instructional Designer)
cjohnson@gmail.com (Personal)
702-769-3636 (PST)

Availability: From 7:30 am 5:00 pm, Monday Friday.

Name of Program Distance Learning Facilitator Training

Program Description The purpose of this program is to provide comprehensive training to all
Functional Area Records Managers (FARMs) at Johnson Air Force
Base, in Summer, Nevada. The bases records management program is
adopting a distance-learning format for training to reach personnel that
are geographically separated. The training will be conducted over a
three-day period.
Prerequisite This training mandatory for FARM Instructors currently teaching
Records Management in a traditional classroom setting but do not have
experience teaching the course online.
Audience The targeted audience for this course is military members, civilians, and
contractors who will be virtually facilitating records management
training for their organizations.
These individuals work in the capacity as FARMs for their
organizations. FARMs are responsible for teaching records managers
how to manage records.
FARMs have an extensive knowledge of the Air Force Records
Management program. Each have been trained by the Base Records
Manager and have mastered the six-month training program. With the
completion of the six-month training program, each FARMs received
their certification as Certified Records Instructors.

Goals Online facilitators must be knowledgeable, technical competent, and

creative in an online learning environment. The goal of this training
program is to help FARMs develop the skills they need to effectively
and efficiently teach their courses online and to (Carolina Coastal
College, 2017):

Identify the characteristics and skills of an online facilitator.

Demonstrate how to effectively communicate and build

collaboration in virtual classrooms.

Discuss how to manage distance-learning classrooms.

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Identify how they can effectively use technology and different
applications to engage distance learners.

Demonstrate how to develop a supportive virtual classroom

through the use of a variety of dialogs and assignments that
cater to different learning styles.

Create a support system for FARMS where they can network,

Course objectives in the A-B-C-D
format
share practices and resources, develop positive relationships and
collegiality with other FARMS adapting virtual learning
formats Air Force wide.
Objective 1:
Audience: FARMs
Behavior: Discuss the characteristics and skills of an online
facilitator.
Condition: In a breakdown of multiple virtual teams.
Degree: With a correct response 90% of the time.
In a breakdown of multiple virtual teams (condition), FARMs
(audience) will discuss the characteristics and skills of an online
facilitator (behavior) with a correct response 90% of the time (degree).
Objective 2:
Audience: FARM Instructors
Behavior: Demonstrate how to effectively communicate and
build student collaboration in virtual classrooms.
Condition: Through presentation tools, such Prezi, PowerPoint,
SlideShare, or PowToon.
Degree: With a goal of 100 % accuracy to complete the
proficiency.
Through presentation tools, such Prezi, PowerPoint, SlideShare, or
PowToon. (condition), FARM instructors (audience) will demonstrate
how to how to effectively communicate and build student collaboration
in virtual classrooms (behavior) with a goal of 100 % accuracy to
complete the proficiency (degree).
Objective 3:
Audience: FARMs
Behavior: Write a 350-word summary explaining how to
manage distance-learning classrooms.
Condition: Without notes or reference material.


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Degree: With a goal of 100 % accuracy.
Without notes or reference material (condition), FARMs (audience) will
write a 350-word summary explaining how to manage distance-learning
classrooms (behavior) with a goal of 100% accuracy (degree).
Objective 4:
Audience: Online FARM Facilitators
Behavior: Identify ways they can effectively use technology and
different applications to engage distance learners.
Condition: Given a 25 question multiple choice question test.
Degree: Submitting the test to the instructor with a goal of
100 % accuracy to complete the proficiency.
Given a 25 question multiple-choice test (condition), Online FARM
Facilitators (audience) will be able to identify what constitutes official
records and vital records (behavior) with at least 100% accuracy
(degree).
Objective 5:
Audience: Virtual FARM Instructors
Behavior: Describe how to develop a supportive virtual
classroom through the use of a variety of dialogs and
assignments that cater to different learning styles.
Condition: In a breakdown of multiple virtual teams.
Degree: With a correct response 90% of the time.
Virtual FARM Instructors (audience) will describe how to develop a
supportive virtual classroom through the use of a variety of dialogs and
assignments that cater to different learning styles (behavior) in a
breakdown of multiple virtual teams (condition) with a correct response
90% of the time (degree).
Objective 6:
Audience: FARMs
Behavior: Explain how they can network, share practices and
resources, develop positive relationships and collegiality with
other FARMS adapting virtual learning formats Air Force wide.
Condition: In a 5 -7 slide PowerPoint Presentation.
Degree: With a goal of 100 % accuracy to complete the
proficiency.
In a 5 -7 slide PowerPoint Presentation (condition), FARM (audience)
will Explain how they can network, share practices and resources,

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Summative Assessment
Part II Facilitator Skills and Instructional Materials
Skills Needed for Effective Distance There are several skills needed to be an effective distance learning
Learning Facilitators
develop positive relationships and collegiality with other FARMS
adapting virtual learning formats Air Force wide (behavior) with a goal
of 100 % accuracy to complete the proficiency (degree).
At the end of the course, FARMs will display what they learned by
completing a summative assessment in the form of one of the following
options:
Create a 10-minute creative presentation or write a 1700 2500 word
document completing the following:
Explaining what skills are needed to be an effective online
facilitator.
Discussing the different uses of technology for engaging
distance learners.
Identifying collaborative technology tools for enhancing
distance learners.
Describing the common traits of a distance learner.
Describing communication, technology, and management issues
that can occur in distance learning classrooms.
The success of the FARMs will be measured with the use of a rubric.
The measurement has a total of 100% with trainees meeting the
following criterion:
Knowledge of information will count for 60%.
Content of presentation will count for 20%.
Organization, esthetics, grammar, punctuation, APA format will
count for 20%.
FARMs must pass the assessment with a score of 60% or better. The
number of student that pass the assessment will determine the success of
the program.
facilitator. Some of these skills include (Cooper, 2016):
1. Knowing how to be present in the classroom. Dont just post the
assignments and leave students to their own accord. Instead,
FARMS need to make their presence known in the digital realm.
This can be accomplished by being responsive, asking students
questions, setting guidelines and helping to create discussions.
2. Knowing how to set the expectations by determining what do
students need to know and what are the requirements. This can


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be accomplished by providing students with a syllabus.

3. Knowing how to develop a supportive online community for

students. This can be accomplished by using a variety of dialogs
and offering assignments that cater to the students different
learning styles.

4. Asking for feedback and providing feedback. Students want to

know how they are progressing in the course. Providing timely
feedback lets them know how to proceed and areas that need
improvement. Feedback also lets students know their strengths
and weaknesses and gives them time to ask questions and seek
assistance before subsequent assignments are due (Everson,
2009). FARMS should ask for feedback from students not only
at the end but also during the course. This helps to identify areas
of the course that needs improvement.

5. Knowing how to effectively communicate. This helps students

to be open to communicating in the classroom. This can be
accomplished by reaching out to students in group settings or
one-on-one. One-on-one communication can be just effective as
group communication.

6. Knowing how to make use of group and individual projects. This

can be accomplished by creating a healthy mix of different
assignments to help student ensure success in the classroom.

7. Knowing how to use resources that are readily available. This

can be accomplished by using videos, digital publications, and
tutorials to assist with the course curriculum.

The Phases of Development for In efforts for the FARMs to be effective virtual instructors, they must
Distance Learning Facilitators understand the phases of development for distance learning facilitators.
The following picture depicts the five phases of online faculty
development (Palloff & Pratt, 2011):
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The phases of development descriptions are (Palloff & Pratt, 2011):

Visitor Phase:
The instructors in this phase are curious about the possibilities
of using technology integration in the classroom.
They may tend to avoid a full teaching commitment due to time
management and their understanding of technology.
They may rely more on email because they are not use to using
classroom technology.
Although inquisitive, they are also skeptical and may need
coaxing to move forward.
These instructors tend to participate in activities that interest
them.
Their training needs should focus on the elements of personal,
pedagogy, content, and technology with specific interest on:
Breaking their skepticism and helping them to understand how
student learning can be enhanced with technology.
Helping them to understand the link between technology and
learning outcomes.
Familiarizing them with online learning options by addressing
learning objectives and focusing only on technology that has the
potential to improve face-to-face instruction.
The transition of instructors in the Visitor Phase to the next phase, the
Novice Phase, occurs when the instructor begins to consider the idea of
integrating technology in the classroom, but are not fully committed to
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the idea. They use technology to email the syllabus but it is not included
in their curriculum. With the prominent use of technology in todays
society, many instructors have transitioned beyond the Visitor Phase
and start off in the Novice Phase.
Novice Phase:
The instructors in this phase have never taught online courses
but may have taken online courses.
They have used technology to supplement some of their face-to-
face communications with students (texts, emails, etc.).
They are more interested in incorporating technology in the
classroom structure than the previous phase.
They are more interested in finding out how to use the course
management system (CMS). For example, they are interested in
the use of CMS for syllabus and assignment posts but not for
classroom discussions.
They may attend technology-training seminars but they are not
fully committed to the possibility of change by making
technology relevant in their teaching.

Their training needs should focus on the elements of personal,

pedagogy, content, and technology with specific interest on:
Helping them overcome their fears, build their confidence, and
helping them establish an online presence in online facilitating.
Helping them to develop best practice techniques that support
online teaching.
Giving them alternative teaching techniques that support online
learning versus the traditional lectures.
Helping them to gain a mastery of CMS, emails, and chats. Also
helping them use presentation tools and word processing, all of
which can be used for curriculum development.

The transition of instructors in the Novice Phase to the next phase, the
Apprentice Phase, is based upon the instructor becoming an entry-level
online instructor. Transition occurs when the instructor has taught a few
online courses.

Apprentice Phase:
Instructors in this phase are over their initial fears of teaching
because they now have one or two terms of online teaching
experience.
Their remaining fears basically deal with the fears of the
unknown in teaching online.
They want to establish a presence in their online classroom and
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improve their teaching skills.
These instructors look for feedback, faculty training, learning
experiences of their peers, success stories, suggestions,
challenges, and how to overcome them.
They look to evolve their classroom structure by incorporating
more collaboration methods.

Their training needs should focus on the elements of personal,

pedagogy, content, and technology with specific interest on:
Methods to continue to build their confidence; this can be
accomplished by mentoring and reinforcements of online
teaching.
Using feedback from the course and students to improve their
teaching methods.
Focusing on content exploration and engaging in communities of
practices.
Using more adjunct technologies that focus on collaboration
methods, social networking, blogs, etc.

In the Apprentice Phase the instructor is getting the necessary

experience in being an online facilitator. They are incorporating best
practices in their teaching methods. Their level of confidence,
knowledge and feedback they have obtained helps them to transition
and develop to the Insider Phase.

Insider Phase:
Instructors in this phase are more confident and comfortable in
online facilitating. They know the benefits of communities of
practice.
They have taught several online courses and may have had roles
in instructional design.
These instructors are moving forward to more advanced skill
development with characteristics such as using adjunct media in
course design and delivery.
Instructors in this phase rely more on online faculty
collaboration methods.
They look for a variety of ways to assess their students outside
of the traditional methods of tests and quizzes.

Their training needs should focus on the elements of personal,

pedagogy, content, and technology with specific interest on:
The support of growing confidence in online facilitating.
How they can have continued participation in support of the
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disciplines to explore best practices in the delivery of virtual
courses.
Ways to support the techniques of online course development,
empowering learners, and more advanced information on the
management and administration of online learning.
Training that is tailored to support course development and
facilitation though advanced training in adjunct technologies.

The instructors in this phase are well advanced in online teaching. The
numerous amount of courses they have taught, their willingness to
experiment with different course development and delivery techniques
and the experiences they have gained, helps them to be able to transition
to the Master Phase.

Master Phase:
Instructors in this phase have taught and designed multiple
online courses and they have an extensive knowledge in using
multiple technology platforms in the learning environment.
They are not only proficient in know how to help their students
but they also play a pivotal role in assisting other instructors.
Researchers, conference presenters, mentors, peer trainers, and
publishers are a few of the roles instructors have in this phase.

Their training needs should focus on the elements of personal,

pedagogy, content, and technology with specific interest on:
Advanced facilitating techniques
Leadership development and expertise in online facilitating.
Development and inclusion of technologies and methods in
distance learning.

In the Master Phase, instructors have mastered the profession of being

Theories of Distance Learning
an online instructor. They have an extensive amount of knowledge and
experience in online course design, facilitation, and they are well versed
on how to integrate and use technology in online learning platforms.
The theories of distance learning are transformation, framing, and
emergence (Haythornthwaite & Andrews, 2011).

A description of each theory and an example of how they apply to

distance learning include (Haythornthwaite & Andrews, 2011):

Transformation:
This theory is based off of the notion that a change in behavior, mindset,
or ideas must occur in order to enhance and give meaning to the
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learning experience.

Example:
Records management students in the virtual course may have stressors
when they initially start the course. Online learning may be new to them
and they may not feel that the training they will be receiving will be
beneficial. To alleviate this issue, FARM instructors can apply this
theory by having students complete a journal to reflect on what they
have learned in the course. The journal can help change the mindset of
the students to where they will be more open to virtual learning.

Framing:
This theory is based off of the notion that rules, guidelines, and policies
must be established as a basis that students must follow in order to
learn.

Example:
Behaviors and comments can be disruptive to an online course. Records
management students must adhere to virtual classroom rules by not
using profanity or derogatory language. This helps to create a respective
learning environment that is conducive to learning.

Emergence:
This theory is derived once a new state of knowledge is attained and
rules are followed, only then can the students learning process be
refrained by personal exploration and enlargement (Haythornthwaite &
Andrews, 2011).

Example:
Team building exercises is a great way to explore this theory. Also
students can have individual assignments where they explain how to
navigate the records management system (RMS). Having students work
together helps to create a community of learning and the use of RMS
further familiarizes them with the concepts of records management.

Theories of Engagement Mutlimodality (Learning-Theories, 2017):

This theory examines the different ways people communicate, express
themselves, and interact with others which can be accomplished through
writing, speaking, gestures, visual forms, etc. The different modes of
communication allow different ways for students to communicate with
each other.
Example:
Chat capabilities will be a feature Records Management students can
use in class to communicate with each other and the FARM Instructors.
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This feature will allow quick questions to be answered in real-time.

Intrinsic Motivation (Haythornthwaite & Andrews, 2011):

This theory involves how students are engaged in the classroom when
they are not physically in the class with their peers. They have to put in
more effort and commitment in obtaining their learning goals in a
virtual learning environment.

Example:
Students have to want to push themselves to complete course goals and
objectives. If a student knows they have multiple assignments to
complete before the end of the course, they must have effective time
management skills to help them meet their deadlines.

Transactional Distance (Haythornthwaite & Andrews, 2011):

This theory is based on the notion that distance learning is a relative
pedagogical concept. Although the course is not face-to-face, there are a
variety of tech tools available to enhance and make the course
interactive despite the physical location of the instructors and students.

Example:
Instructors can use teleconferencing tools such as Records Management
Connect to provide vital information, such as video feedbacks, to
students.

Part III Technology Tools

Learning Platform The learning platform for this course is a learning management system
(LMS). An LMS is a system that helps deliver and organize education
courses or training programs (TalentLMS, n.d.). An LMS has two main
purposes. It is a server component that performs the core functionality
such as creating, managing and delivering courses, authenticating users,
notifications, etc. (TalentLMS, n.d.). It is also a user interface that
runs inside of a browser as a web that is used by administrators,
instructors, and students (TalentLMS, n.d.)

Course information will be presented in organized posts from the

FARMs. These posts will be in the five categorized forums of the
classroom. The categories are Discussions, Private Messages, Class
Messages, Assignments, and Learning Activities. Students will see the
objectives and competencies required for each day when they log into
the courses LMS.

FARMs will post the links for videos and lectures in the learning
activities forum.

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Three Technology & Media Tools
to Engage & Enhance Student
Learning
Three Technology Tools for
Student Collaboration
Students can engage in discussions with each other and their FARM
Instructor in the Discussion Forum. In this forum they can also share
what they have learned, their ideas, best practices, and ask each other
questions.
There will be times when students will have personal questions and
information that they need to give directly to the instructor without
including the other students. In situations of this nature, students can use
the Private Messages Forum to discretely talk with their instructor.
All assignments will be posted in the Assignments Forum. Students will
only be able to see their own submitted assignments in this forum.
Students will also receive their grades and feedback from their
instructor in this forum.
FARMs will use the following tools to enhance and engage student
learning (Laan, 2014):
Animoto, a presentation tool similar to PowerPoint, students can
organize information with slideshow templates and use them to
showcase topics of their interest.
Glogster students can use this tool to create posters and other
multimedia projects. For example, students can use Glogster as a
graphic organizer to create an infographic on key course topics.
They can use the infographics as posters to and put them up in
their offices to quick reference information.
Mindmeister students can use this tool for mapping out ideas
on the best way to organize records. Students can also work
together and use this tool for brainstorming and discovering
ideas on how they want to complete assignments.
Student collaboration is imperative for successful learning outcomes in
distance learning. Records Management students can use the following
three technology tools for student collaboration:
Skype students can use Skype to make video calls to each
other to share best practices. Having access to video capabilities
helps students to have a visual and build a relationship with
other students.
Facebook students can use Facebook to create virtual groups.
These groups will be comprised of other records managers.
Students can use Facebook to research information, get updates,
learn of changes in government regulations, and keep in touch
with each other once the course is over.


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Mobile Application The virtual records management course

has its own mobile application called Q-Chat. Students can use
the Q-Chat mobile application on their cell phones or tablets to
share quick classroom information with each other.
Part IV Issues and Classroom Management

Description of the Different
Distance Learners
FARM Instructors will have different types of distance learners in their
virtual classrooms. Each of these learners brings something unique to
the classroom experience. The types of learners are:
Cultural learners these are students whose diverse background
impact and influence the way they learn and participate in class.
For example, instructors will have students from different
countries in their class. There may be language barriers,
differences in word meaning, rules of human relationships, etc.
that can affect students in class. Instructors should incorporate
the different cultures and backgrounds into the learning
experience to help educate students who are unfamiliar with
them. Students need to know that their backgrounds can be used
to build a dynamic learning team and that they share the
common goal of furthering their education. Adopting these types
of methods will help to alleviate some of the cultural issues that
can create a classroom divide and further open the door for
biases, stereotypes, and judgment to flourish.

Experiential learners these are students whose experiences

impact and influence the way they learn and participate in class.
With their experience, students bring a vast amount of
knowledge and skill sets to the classroom. These students will
offer different perspectives and view points that can be
instrumental in team assignments and decision-making. Students
can also use their experiences to help them relate and better
understand course material.

Nontraditional learners (Prior learning experiences) there are a

variety of examples as to what constitutes a nontraditional
learner. Nontraditional learners could be students who have
knowledge on a particular course or subject matter but may not
have formally taken a course. These are also students who have
had previous training on a subject but now want to expand on
that knowledge and take a course. For example, some students
may already have experience with record keeping while on the
job. They learned what constitutes a record, file coding,
destruction, etc. These students may want to expand their
knowledge on records keeping and want to take courses to

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Synchronous Facilitation versus
Asynchronous Facilitation Skills
become a records manager.
In synchronous facilitation, students are learning with an instructor in
real-time. Instructors can use online technologies such video
conferencing, webcasts, and interactive learning models to communicate
with students (Higley, 2013). The facilitator and students meet at a
designated time to attend the course. Facilitators and students can also
communicate, have discussions, conduct answer and question sessions,
etc. without having to wait for a response from a post or email. Other
benefits of synchronous facilitation include (Wroten, 2013):
Instructors get immediate feedback on how to improve their
courses. They know what is and what is not working so that they
can improve their course materials.
It aids instructors in developing people skills that helps to
improve their speaking, and listening skills.
There are no travel requirements for students and instructors.
Instructors can better monitor their students learning progress.
They have the opportunity to visually see and identify students
who are struggling and who are grasping course material.
One of the challenges of synchronous facilitation is that instructors
cannot teach their course while on the go.
On the other hand, in asynchronous facilitation, students have the
flexibility to attend class anywhere and at anytime. Instructors can
deliver course work by emails, message boards, etc. that are then
posted on online forums (Mindflash, n.d.). Other benefits of
asynchronous facilitation include (Pappas, 2015):
It is convenient for instructors and students that have busy
schedules. It is great for ubiquitous learning.
Although there are assignment deadlines, students still have the
opportunity to learn at their own pace and instructors have the
opportunity to teach at their own pace. They can set a schedule
that is conducive to the way they want to participate in the
classroom.
Helps to better manage social obstacles. It helps introverted
learners who are uncomfortable in a classroom eliminate social
anxieties.
Asynchronous facilitation can be challenging because it requires self-
discipline meaning students must be goal-oriented, focused and have
great time-management skills. This can be difficult for students since
many have jobs, families, and other responsibilities outside of the


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classroom.

Three Technology Issues &
Resolutions
There are technical issues that can occur in online facilitating. Some of
the issues include:
Facilitators and students not being able to access the classroom.
They may have forgotten their user names or passwords. To
alleviate this issue, they should make sure that they have the
contact information for technical support so that their issues can
be fixed. Also instructors and students should provide their
contact information such as their phone numbers and email
addresses so that they can be contacted if an emergency occurs.

The course website may experience technical difficulties where

it doesnt work or may be down for maintenance from time to
time. This can impede on the times instructors and students
want to be in the classroom. To alleviate this issue, facilitators
and students should be made aware of scheduled outages. This
can be accomplished by making notifications through emails or
there could be a message that they must acknowledge receipt
and understanding when they log in. For unscheduled outages,
the learning organization could have a default website that alerts
students, faculty, and instructors when they try to access the
main site.

Facilitators may post links to videos for students to view but the
links may not work to access the resource. To alleviate this
issue, instructors should make sure the links work by checking
and testing the links URL to ensure it is not broken.

Classroom Management Issues &
Resolutions
Classroom management is one of the most important roles of a course
facilitator. It helps them to create an environment where positive
learning outcomes can flourish. Managing the classroom involves
providing students feedback and determining ways to handle
challenging behaviors. Students need to know how they are progressing
in the course. Feedback lets them know areas that they are excelling in
and areas that need improvement. For example, learner feedback can be
accomplished by:
Messages instructors can provide feedback through messages.
They can provide messages on a students discussion post to let
them know that they are on the right track and did a great job on
their response to the discussion topic. Instructors can also
provide feedback to students in private messages. The private
message could be to answer questions on an assignment or
provide clarification on their grades.


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Comments instructors can provide comments to students on

their graded assignments. For example, these comments can be
included on a rubric. If it is a written assignment on a word
document, the feedback comments can be detailed and included
within the document so that students can directly see the
comment sections on particular parts of their assignment.

Audio An audio feedback is a great way to use technology to

provide feedback to students. It gives meaningful and
constructive feedback to students on assignments, presentations,
and other works by using voice recorded files (Morrison, 2013).
An audio feedback can also be used when an instructor wants to
personalize the feedback when grading an assignment. For
instance, instructors can use an audio feedback on an assignment
to discuss grammar and punctuation corrections or suggestions
for revision.

Instructors need effective ways to handle challenging classroom

behaviors such as cyber-bullying, inappropriate posts, and lack of
participation or engagement from students. Each of these behaviors can
have detrimental effects on the learning environment if they are not
recognized and resolved. Students need to know that these behaviors
will not be tolerated in the course. A description and resolution of each
of these issues include:

Cyber-bullying:
Cyber-bullying can involve harassing, threatening, embarrassing, or any
unwarranted behavior towards students and instructors that disrupts the
classroom (Clifford, 2012).

Resolution:
Instructors should post classroom policies, procedures, and ground rules
on the first day of class. They should let the students know the
consequences if they are not followed.

Inappropriate posts:
These are posts that instructors and students find offensive. This could
be offensive language or an insensitive comment such as an
inappropriate joke that can cause issues in the classroom.

Resolution:
Establish netiquette tips and make them available to students. These tips
can include (Pappas, 2015):
Use proper language
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Be precise
Avoid emoticons and texting writing
Be explanatory; justify your opinion
Read all comments before hitting submit
Tone down your language
Recognize and respect diversity
Control your temper
Take your post seriously
Be credible

Lack of participation or engagement:

Students involved in online learning have many responsibilities outside
of the classroom. They prefer online learning because it is convenient
and offers flexibility, but it takes a lot of commitment, self-discipline,
and effective time management skills. Without these characteristics,
students may lack participation or engagement in the classroom. Also,
not all students are going to like the course that they are taking and may
show little interest in participating. They may be taking the course just
to fill a requirement.

Resolution:
In any case, there are a few tips instructors can use to engage and inspire
students. They include (Pappas, 2014):
Making course material relevant relevance and engaging go
hand and hand. The course content has to be something that is
interesting and appealing to students.
Creating activities and assignments that encourage learners to
explore. For example, instructors can have students to explore
other sites outside of the classroom for research and information.
Integrating emotionally-driven content
Considering the students background and experiences; this
helps them to feel connected with the course content.
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References

Adjunct Faculty Mentoring Program. (2017). Retrieved from

http://www.coastalcarolina.edu/faculty-staff/professional-development/mentoring/

Asynchronous E-Learning Vs. Synchronous E-Learning. (n.d.). Retrieved from

https://www.mindflash.com/elearning/asynchronous-synchronous/

Clifford, M. (2012). 15 Strategies Educators Can Use to Stop Cyberbullying. Retrieved from

http://www.opencolleges.edu.au/informed/features/15-strategies-educators-can-use-to-

stop-cyberbullying/

Cooper, S. (2016). How To Be An Effective Online Teacher. Retrieved from

https://elearningindustry.com/10-best-practices-effective-online-teacher

Haythornthwaite, C., & Andrews, R. (2011). E-learning theory and practice. Los Angeles, CA:
Sage.

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