Competencies Required for the Facilitation of Online Learning Courses: An Online Teaching Assistants Competency Based Approach

Setlhako, Motladi Angeline

doi:10.5901/mjss.2014.v5n23p1405

Cited by 5 publications

(13 citation statements)

References 21 publications

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“…Lecturers who participated in the study might have identified these instructional opportunities provided by online facilitation to engage and interact with students at a distance. This finding is in line with Motladi, (2014) who found that teaching assistants were ready to participate in online facilitation as they already acquired basic computer skills that would promote actively interaction with the students.…”

Section: Discussionsupporting

confidence: 87%

“…It has been established that online facilitation strengthens the relationship among the learners and between learners and their tutors. Online facilitation is an ODL instructional delivery medium that requires competent personnel with appropriate skills and suitable attitude to moderate teaching-learning process in virtual learning environments (Motladi, 2014). An online facilitator is an expert saddled with the responsibilities to galvanise available learning resources to stimulate interaction with the learners and support their learning process, as they take part in online instruction (Goga, 2010).…”

Section: Bridging the Instructional Gaps In Odl Through Effective Online Facilitationmentioning

confidence: 99%

See 1 more Smart Citation

Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

2020

JEP

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The need to bridge the instructional gap that exists between teachers and their learners in open and distance learning (ODL) has been widely acknowledged in literature. Scholars have advocated for instructional delivery channels that will facilitate interaction and engagement in the system. Online facilitation remains a crucial component of ODL as it allows seamless interaction between lecturers and students anytime, anywhere. However, this mode of instructional delivery could be hindered by some teacher-related factors, as facilitators have strategic roles to play in content development and delivery. This study was, therefore, carried out to investigate the impact of perceived usefulness and perceived ease of use on facilitators' acceptance of online facilitation in the ODL system of education. The study adopted mixed method research design. A total of 55 facilitators participated in the study and web-based survey was used to collect quantitative and qualitative data from the respondents. The result revealed that the level of acceptance of online facilitation among lecturers was high, with the weighted average of 4.3. The level of lecturers' perceived ease of use and perceived usefulness were also high with weighted averages of 3.9 and 4.3 respectively. There was a significant impact of perceived ease of use on lecturers' level of acceptance of online facilitation as a veritable channel for instructional delivery. Based on these findings, it was therefore recommended that stakeholders in open and distance learning should provide relevant instructional and infrastructural resources to promote effective integration of synchronous and asynchronous online facilitation to engender active participation of students in the teaching-learning process.

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Section: Discussionsupporting

confidence: 87%

Section: Bridging the Instructional Gaps In Odl Through Effective Online Facilitationmentioning

confidence: 99%

Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

2020

JEP

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“…Son las competencias las que hacen que el sujeto afronte y regule adecuadamente un conjunto de tareas y funciones predeterminadas (Dias, 2010). El tutor en educación a distancia, tiene una diversidad de roles que se distinguen de los que se aplican en el aula en la modalidad presencial, por lo tanto, se necesitan diferentes competencias para realizar su trabajo de manera satisfactoria (Kopp et al, 2012;Setlhako, 2014). Dados los trabajos seleccionados, se discuten varias competencias considerando el papel del tutor en la educación a distancia.…”

Section: Resultados Y Discusionesunclassified

“…De esta manera, la noción de competencia se ha utilizado comúnmente para referirse a la capacidad necesaria para realizar una determinada actividad, o sea, al saber cómo hacer, para poner en práctica los conocimientos adquiridos (Setlhako, 2014;Tenório et al, 2016;Skorková, 2016). Para Fleury y Fleury (2001, p. 188), competencia es "saber cómo actuar de manera responsable y reconocida, lo que implica movilizar, integrar, transferir conocimientos, recursos y habilidades, que agregan valor económico a la organización y valor social al individuo", denotando, de esta manera, su contribución personal y para la efectividad de las acciones en el centro de las actividades profesionales.…”

Section: Enfoque De Competenciaunclassified

El papel del tutor en la enseñanza de la educación a distancia: una revisión sistemática sobre el enfoque de competencias

Massuga¹,

Soares²,

Doliveria

2021

Red

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Considerando las particularidades y la importancia del papel del tutor en la Educación a Distancia, este estudio tuvo como objetivo identificar las competencias intrínsecas a las funciones de tutoría en esta modalidad de enseñanza. Para ello, se realizó una revisión sistemática utilizando la metodología Methodi Ordinatio, en las bases de datos del Portal de Revistas Capes; Scientific Electronic Library Online, ScienceDirect y Scopus, que cubre estudios centrados en el tema en los últimos 10 años. En total, 12 estudios cumplieron los criterios establecidos y fueron evaluados. Los resultados muestran competencias técnicas, gerenciales y sociales asociadas con el papel del tutor. Entre ellos, se destacan las competencias de proporcionar atención individualizada a los estudiantes, de utilizar los sistemas y conocimientos asociados con la tecnología de la información, de proporcionar un entorno en línea acogedor, amigable, confiable y estimulante, de demostrar empatía, de estimular la interacción, de motivar a los estudiantes y proporcionar realimentación. Las dificultades aún son evidentes en relación con las habilidades técnicas y sociales, lo que lleva a la necesidad de una dirección dirigida a su desarrollo y mejora, para que puedan ayudar en el desempeño práctico eficaz y eficiente del tutor. Considering the particularities and the importance of the tutor's role in the Distance Education (EAD) modality, this study this study aimed to identify the competencies intrinsic to the tutoring functions in EAD. For this, a systematic review was carried out using the Methodi Ordinatio methodology, in the databases of Portal de Periódicos Capes; Scientific Electronic Library Online (Scielo), ScienceDirect and Scopus, covering studies focused on the theme in the last 10 years. In total, 12 studies met the established criteria and were evaluated. The results show technical, managerial and social competencies associated with the role of the tutor. Among them, we highlight the competencies of: providing individualized attention to students, using the systems and knowledge associated with information technology, providing a welcoming, friendly, trusting and stimulating online environment, demonstrating empathy, stimulating interaction, motivating students and providing feedback, which are largely directed to the social perspective. Difficulties are still evident in relation to technical and social competencies, which leads to the need for a direction aimed at their development and improvement, so that they can assist in the effective and efficient practical performance of the tutor.

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“…Scholars have argued that online facilitation strengthens relationships among the tutors, distance learners and learning resources (Adesina, 2020). It remains an ODL instructional delivery approach that requires competent personnel with appropriate skills and favourable attitude to moderate teaching-learning process in virtual learning environments (Motladi, 2014). This intervention is considered as an emerging instructional delivery medium, which engenders active interaction among critical instructional elements in ODL.…”

Section: Leveraging the Capabilities Of Online Facilitation To Bridgementioning

confidence: 99%

Exploring the Capabilities of Online Facilitation to bridge the Instructional Gaps in Open and Distance Learning Delivery in Nigeria

2021

JEP

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Amid the increasing popularity of online learning worldwide, efforts are being made to close the gaps within the system's critical instructional elements (teachers, students, and learning resources). Online facilitation has been touted as a veritable platform that allows seamless interaction between distance learners and their tutors. However, some student-related factors could hinder effective online facilitation at this level of education. Therefore, this study investigated the impact of perceived usefulness and perceived ease of use on students' acceptance of online facilitation, especially within the Open and Distance Learning (ODL) system of education. The study adopted a mixed-method research design to generate qualitative and quantitative data from the participants. A total of 1193 distance learners across seven faculties participated in the study. The web-based survey results showed that the level of acceptance of online facilitation among students was high, with a weighted average of 4.0. The level of perceived ease of use and perceived usefulness of students were also high with weighted averages of 3.8 and 4.1 respectively. The p-values of 0.002 and 0.02 indicated that there were significant effects of students' perceived ease of use and perceived usefulness respectively on the level of acceptance of online facilitation as an interactive platform in ODL instructional delivery. Based on these findings, it was recommended that stakeholders need to demystify the online facilitation process and make it user-friendly through adequate training to equip distance learners with the requisite competencies to navigate the platform.

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Competencies Required for the Facilitation of Online Learning Courses: An Online Teaching Assistants Competency Based Approach

Abstract: Abstract

Cited by 5 publications

References 21 publications

Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

Leveraging the Capabilities of Online Facilitation as an Interactive Mode of Instructional Delivery in Open and Distance Learning in Nigeria

El papel del tutor en la enseñanza de la educación a distancia: una revisión sistemática sobre el enfoque de competencias

Exploring the Capabilities of Online Facilitation to bridge the Instructional Gaps in Open and Distance Learning Delivery in Nigeria

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