A facilitator needs to be imaginative, and creative, and have an impressive online presence to successfully facilitate an online course for today's students. In the current online learning environment (also known as e-learning), faculty need to create a safe, nonjudgmental environment where views, perspectives, and personal and professional experiences are encouraged in order to meaningfully engage students and keep them inspired while delivering the necessary course material. In order to further improve the learning process, the educator must model an educator-facilitated active, student-centered learning process in which students are held responsible for their active involvement and self-directed learning while performing a facilitator role.
In an online learning setting, scaffolding refers to the technological aids teachers or instructors offer. These educators will make use of a range of technical resources and technologies that might help them in their teaching. Learners can benefit in the same ways: they may use the online classroom to interact with others while having their facilitators periodically check on their progress. However, in order to prevent pupils from becoming discouraged if they don't learn, such a strategy needs a systematic guideline. Because of this, online educators must effectively scaffold lessons in accordance with students' needs.
Conceptual scaffolding, procedural scaffolding, strategic scaffolding, and metacognitive scaffolding are the four forms of scaffolding that are often used in online learning, with the latter type receiving the most attention in previous studies. Technology also plays a significant role; instructors may fully utilize technology resources to help both their teaching and the academic progress of their pupils. Additionally, it goes without saying that instructional designs are crucial to ensuring that scaffolding is successful in online learning. The success of online learning can be influenced by these appropriate instructional aids.
