Comment on Raisah Thomas's post:
I completely agree! Centering the course around the learner shifts the focus from simply delivering content to actually fostering meaningful learning experiences. One strategy I’ve found useful is incorporating short reflection checkpoints throughout the course, where students share what’s working for them and what isn’t. This feedback helps me adjust the course in real time and also informs how I revise the course for future terms.
How do you typically gather and use student feedback to shape your facilitation or course design? I’d love to hear about any tools or techniques that have worked well for you.
Comment on Sondra Gentry's post:
You're right—setting clear expectations from the start is key to creating a productive and respectful online learning environment. I’ve found that embedding expectations not just in the syllabus, but also within weekly announcements, rubrics, and even discussion board prompts, helps reinforce them consistently. It’s also helpful to model the tone and quality of communication I expect by responding to students in a way that’s clear, encouraging, and professional.
Have you ever used a communication rubric or contract at the start of the course to help set the tone? I’m considering implementing one to support students who are new to online learning and could use extra structure.
This module reinforced the idea that teaching online is more than delivering content—it's about creating an intentional, student-centered environment where engagement and communication are at the core. I especially appreciated the breakdown of the four roles an online instructor must play: instructor, social director, program manager, and technical assistant. It helped me reflect on where I feel strong and where I need to grow.
One of my biggest takeaways is the importance of timely, personalized, and constructive feedback. I plan to make my feedback more consistent, not just on grades but in discussion boards and peer interactions, to keep students connected and supported. I also intend to refine my syllabus to clearly set expectations for communication and engagement upfront, to prevent confusion and reduce repetitive emails.
Moving forward, I want to experiment with blending synchronous and asynchronous approaches more intentionally. I’ll use synchronous sessions for community-building and support, and asynchronous modules for deeper, self-paced learning. I’m excited to try more problem-based, authentic learning opportunities and look at evaluations as a tool for continuous improvement—not just a formality.
What’s one facilitation strategy that’s worked well for you in online teaching that you think more instructors should try?
I like the contrasts covered between the Sage on the Stage vs. the Guide on the Side.
It is very important to evaluate and motivate students and to keep them active.
review of types of teaching.
our students deserves our guidance across the course, even if they are doing something asynchrony
For the best learning outcomes we need to have students engagement in the class by having some lecture with students discussions, short questions for understanding of topics, group works with presentations.
A guide facilitates learning by individuating and making relevant the subject matter for all learners. Online offers additional opportunities for both synchronous and asynchronous learning and a variety of electronic tools.
Keeping students engaged during an online lecture proves to be very difficult but keeping them engaged consistently helps the class flow better.
My style is more "sage on the stage," because we have extremely limited technology available in the prison school where I teach. My Master's program was all online and asynchronous, so I certainly have experienced that and enjoyed it. I know that communication was very important and would say that most of my instructors were prompt with their responses. This was especially important where there were strict deadlines.
Evaluations are very important to assist the factulty to make needed improvements for student success
It is very important to make sure all information delivered online is understandable and retainable by each student in attendance
the instructor facilitator should evaluated teaching methods to insure what is taught is being learned
As a facilitator of an online course, my role is to guide students to be responsible for their own learning experience.
teaching online requires timely, clear and effective communication with the learners.
Evaluations are an important tool.
Online classes must be kept up with regularly. Since students have more freedom, sometimes they lose track of the objective. As educators we must find ways to keep them on track.
I've learned that becoming an online facilitator means focusing on student-centered learning, designing problem-based activities, providing timely and meaningful feedback, and knowing that I will support the students in taking ownership of their learning and encourage them to find solutions for themselves. This will foster engagement and peer interaction.
Facilitating teaching and learning in an online environment must be done strategically and communicated regularly to the students. This includes ensuring regular discussions post prompts abide by the syllabus and learning objectives for the course. The instructor must also evaluate teaching and learning throughout the course by reviewing the discussion posts, assignments, exam scores, and feedback from the students. Then, if modifications to the process are necessary, the changes should be made and communicated to the students. For example, if what was intended for the lesson was not achieved and the objectives not met, the instructor must present the information again to ensure the objectives are met, the students learn and understand the material, and any improvements the instructor made are acted on.
