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Dual Perspectives on the Contribution of On-Site Facilitators to Teaching Presence in a Blended Learning Environment
de la Varre, Claire · Keane, Julie · Irvin, Matthew J.

Published2011
JournalThe Journal of Distance Education
Volume 25, Issue 3
CountryUnited States, North America

ABSTRACT
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.

ABSTRACT
La présente étude se penche sur les pratiques et activités des facilitateurs sur place qui soutiennent les étudiants du niveau secondaire, provenant de milieux ruraux et qui suivent des cours en ligne. Nous comparons les commentaires des enseignants en ligne au sujet des pratiques de facilitateur avec ceux formulés par les facilitateurs au sujet de leurs propres pratiques et activités. Une analyse qualitative des données issues des entrevues de fin de cours menées auprès des enseignants et des facilitateurs a été réalisée. Les codes qui en découlent ont été appliqués à la composante présence enseignante du cadre de référence sur le Community of Inquiry et utilisés pour l’élargir. Les perceptions des formateurs en ligne étaient à l’effet que l’activité centrale réalisée par la plupart des facilitateurs était le dialogue facilitant, alors que leur responsabilité première est de créer un climat propice à l’apprentissage. Toutefois, les facilitateurs ont indiqué qu’ils réalisaient des activités de formation directe et de conception pédagogique, en plus de celles liées au dialogue facilitant. L’article discute également des autres résultats, implications, limitations et avenues de recherche.

Keywords distance education · blended learning · teaching presence · online learning · on-site facilitator · learning climate

CoI focusTeaching presence
MethodologyQualitative
PopulationK-12
Study designInterview
Data analysisContent analysis
Sample size600
Study aim"... to focus on the activities and practices that school-based facilitators’ employ that can help rural ODE students be more successful."
Finding"While we argue that learner support must include social and emotional support and facilitator training should specifically target these areas, we also suggest that training include guidelines for instructors and facilitators to share their expectations about communication and content-based activities, and decide on mutual strategies."
Published atChapel Hill
LanguageEnglish
ISSN1916-6818
RefereedYes
RightsCC BY
URLhttps://www.ijede.ca/index.php/jde/article/view/751
ExportBibTex · EndNote · Tagged XML · Google Scholar


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