Developing supports for online facilitation

Goal: Work with senior OLFMs to help develop facilitation plans and provide support through first offering

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher educationmodel. The Internet and Higher Education, 2(2-3), 87-105.

Online Discussions Strategies

“including writing an encouraging, positive response whenever a learner makes a contribution to the conference; providing examples of valued kinds of contribution; posing stimulating and non-threatening questions to the group; writing private emails to ‘lurkers’ to encourage them to participate; rewarding contributions to the conference through the assessment system, etc…

In contrast, a team of tutors might decide that it is more important to promote an online debate of high academic quality than to ensure that all the learners participate. Many of the tactics they use would be different: writing critical responses that challenge sloppy thinking or unsupported claims in a learner’s contribution; exemplifying fine academic writing and argumentation; rewarding academic content rather than social contribution through the assessment system, etc.”

Jenkins, M., Bokosmaty, R., Brown, M., Browne, C., Gao, Q., Hanson, J., & Kupatadze, K. (2017). Enhancing the design and analysis of flipped learning strategies. Teaching & Learning Inquiry, 5(1), 1–12. https://doi.org/http://dx.doi.org/10.20343/5.1.7