OER Knowledge CloudJournal Articlede la Varre, ClaireKeane, JulieIrvin, Matthew J.This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with online instructors was undertaken. The resultant codes were mapped onto and used to expand the teaching presence element of the Community of Inquiry framework. While classroom-based facilitation mapped onto all three of the teaching presence components, facilitating discourse was the core activity that most on-site facilitators engaged in and setting the climate for learning was the primary responsibility of the facilitator. Additional findings, implications, limitations, and research directions are discussed.This study examines online instructors’ views of on-site facilitators’ practices and activities that help high school students taking online courses. A qualitative analysis of end-of-course interview data with online instructors was undertaken. The resultant codes were mapped onto and used to expand the teaching presence element of the Community of Inquiry framework. While classroom-based facilitation mapped onto all three of the teaching presence components, facilitating discourse was the core activity that most on-site facilitators engaged in and setting the climate for learning was the primary responsibility of the facilitator. Additional findings, implications, limitations, and research directions are discussed.2011EnglishThe Journal of Distance Education253United Stateshttps://www.ijede.ca/index.php/jde/article/view/7511916-6818yesdistance educationblended learningteaching presenceonline learningon-site facilitatorlearning climatehttps://www.ijede.ca/index.php/jde/article/view/751Chapel Hill, United States, North America