Last saved by: Terry Beachy
Company: Garrett College

Terry Beachy
OMDE 608
Section: 9040
October 15, 2010
Assignment 2: Support Paper

The Role of the Online Instructor/Facilitator
Introduction
As distance education continues to take center stage, the role of the instructor in computer conferencing must also be taken into consideration. In a face-to-face setting, the instructor mainly provides knowledge through lecturing. In comparison, the instructor in an online environment relies more heavily on learning though student interaction and is accountable for guiding student's self study. For Zane Berge (1995), in his article, The Role of the Online Instructor/Facilitator, this role includes “keeping discussions on track, contributing special knowledge and insights, weaving together various discussion threads and course components, and maintaining group harmony” (p. 2). Along these lines, Berge (1995) provides insight that four specific areas need to be considered for successful online tutoring including the following: pedagogical, social, managerial, and technical. Berge’s theories continue to have significant impact on the online educational environment, and there are a number of scholars with contemporary experience to demonstrate that.
Pedagogical
From a pedagogical standpoint, hence the duties of an educational facilitator, Berge (1995) acknowledges the importance of having clear objectives with simple assignments, along with encouraging participation through required contributions. Moore and Kearsley (2005) agree with Berge that it is important to have explicit objectives with the content of a course broken into smaller units. In addition, they side with Berge that planned, structured participation is a sound design principle which combats, “a fundamental mistake by inexperienced educators who become involved in distance education is to assume that students will participate” (p. 125). Supporting Berge, participation in the form of discussions should be ongoing and focus on the critical concepts of the task at hand. Having succinct learning objectives paints a concise picture as to what the student needs to demonstrate and thus, indicating mastery of content. Moreover, breaking the learning down into sections or chunks allows the student to center more on fewer topics and consequently, the student may not see the course work so intimidating. Berge (1995) sees the instructor as a moderator in a non-authoritarian role who prompts student responses and presents the material in a relevant manner, which relates to the student’s experiences. Brindley (1995), concurs by encouraging instructors to, “build meaningfulness into course design by recognizing the relevance of students’ experiences and ideas” (p. 8). An effective online instructor gets students involved with clearly-focused assignments that can build upon their prior knowledge and their interactivity with others. Having a timetable and procedural rules is yet another guide to produce successful students in a distance learning environment.
Social
In looking at the social environment, Berge (1995) recommends facilitating interactivity by introductions, partnering of classmates, and assignments that require discussion among learners. Guri-Rosenblit (2004) echoes these thoughts by stating, “The more interaction that takes place between students and with tutors, counselors and course coordinators, the less obvious is the responsibility of senior academic faculty in the real phase of teaching and learning” (p. 65). Brindley (1995) recommends that instructors create personalized introductions by adding photographs and/or audio or video cassettes to creating personalization. In support of Berge, interaction is important not only to develop a social presence, but also to humanize the relationship among learners, thus supplying an emotional component that would ordinarily be present in a face-to-face environment. In essence, social interaction at any level is helpful to the instructor and is a welcome ingredient to a successful distance education environment. 
Managerial
Another important aspect of Berge’s article is management, specifically providing for responsibilities such as organizational, procedural and administrative. This can include questions about registration, admissions, student counseling and such brought about by the novice user. Guri-Rosenblit (2004) also identifies with these managerial issues and sees the need to provide “efficient support services by a battery of professional staff” (p. 64). Brindley (1995) concurs by noting it is important to “have someone whom students can call when they have administrative difficulties or when they need information…” (p. 9).  Thus, it should not be difficult for students to make contact with the institution. Agreeing with Berge, as distance education in itself may be a difficult regiment to master, it is important to appreciate the difficulties that a student may incur. In being able to assist with issues of nonacademic nature, the student can more completely focus on the academic side in being a successful student. Additionally, organization and procedure falls under the umbrella of management. Thus, synchronize and resynchronize so the course proceeds in a forward direction and students know what is expected of them. If is student is confused about an assignment, it is the role of the instructor to get the student back on task and in unison with his/her fellow classmates.
Technical
In regard to the technical aspect, such as the system and software being used, Berge (1995) suggests employing face-to-face sessions for the novice computer user when possible. Guri-Rosenblit (2004), as well, sees face-to-face meetings important by stating, “Students still need meetings with tutors and other students in spite of electronic media” (p. 68). When this is not possible from a global standpoint, Berge (1995) encourages email or telephone inquiries. Guri-Rosenblit (2004), in turn, suggests “finding a most delicate balance between the functions of physical study centers and electronic communication” (p. 67). In spirit, it is a goal of the instructor to make technology transparent. Berge (1995) promotes peer learning where more advanced learners can partner with novice learners. Brindley (1995) acknowledges student empowerment and feels that instructors should “facilitate activities where students can share their experiences with one another and challenge and validate each others’ ideas and opinions” (p. 8). Simply put, distance education allows for avenues of team building. Developing study guides to address technical concerns can foster the student’s independence and thereby empowerment. Brindley (1995) adds to this by noting the need for educators to develop information and orientation programs, so the students have the access they need and to continue on to be independent, successful learners. In agreement with Berge, it is part of the instructors/facilitators responsibly to have the students be comfortable with the technology they are using. This allows a student to concentrate more on learning and less on the system and its software.
Conclusion
	The role of the instructor in an online environment cannot be underestimated. Learning at a distance does not facilitate itself on its own. Instead, the instructor takes a paramount role in facilitating the delivery and management of instruction. Instructional support for the distance education student can be accomplished by implementing pedagogical goals and objectives, having ongoing social interactions, addressing non-academic issues and using the right mix of technology according to its functionality. Although Berge’s article is dated (1995), his theories from a pedagogical, social, managerial and technical standpoint still have merit in today’s distance education world; specifically a crucial element being the role of the instructor in conferencing.

References
Berge, Z. L. (1995). The role of the online instructor/facilitator. E-Moderators.com. Retrieved from http://www.emoderators.com/moderators/teach_online.html 
Brindley, J. E. (1995). Learners and learner services: The key to the future in distance education. In J. M. Roberts & E. M. Keough (Eds.), Why the information highway: Lessons from open and distance learning (pp. 102-125). Toronto: Trifolium Books Inc. 
Guri-Rosenblit, S. (2004). Distance education teachers in the digital age: New roles and contradictory demands. In J. E. Brindley, C. Walti, & O. Zawacki-Richter (Eds.), Learner support in open, distance and online learning environments (pp. 63-70). Oldenburg: Bibliotheks- und Informationssystem der Universität Oldenburg.  
Moore, M.G., & Kearsley, G. (2005). Distance education: A systems view (2^nd ed.) Belmont, CA: Waldsworth.