Facilitating Moodle Courses: 

The Keys to Effective Online Instruction

SABES is funded by the Massachusetts Department of Elementary and Secondary Education, Adult and Community

Learning Services

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Tutorial Objectives

After completing this tutorial, you will be able to:

• Describe important differences between online and face-to-face facilitation, with an emphasis on communication

• Monitor participation and describe why and how to communicate with participants before, during, and after the course in order to maximize retention and participants’ satisfaction with their online experience

• Manage and post to the discussion forum

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Tutorial Materials

Examples of supporting materials are referenced within the lessons. [Click to download the Facilitating Moodle Courses Materials – link to rtf doc to be added in final production] so you can refer to it as you move through the tutorial.

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Lesson: Fundamental Concepts

Objective:

After completing this lesson, you will be able to describe similarities and differences of online and face-to-face facilitation.

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Topic 1: Comparing Online and Face-to-Face Facilitation

First, some terminology:• Online learning -- Learning that takes place on the

Internet, away from a physical classroom. Learning can be synchronous (facilitator and participants online at the same time) or asynchronous; self-paced (participants study on their own schedule without interacting with a facilitator or other participants) or facilitated, or a combination. Also called distance-learning and e-learning.

• Face-to-face – Facilitator and participants are together in a room. Also called in-person, classroom-based, and traditional.

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Topic 1: Comparing Online and Face-to-Face Facilitation

The online environment is becoming a more commonplace platform both for teaching and learning, and its popularity has increased exponentially and continues to grow. 

The Internet has made it easier for anyone to study and for anyone to teach online, but teaching and learning online is very different from teaching face-to-face. New skill sets may have to be learned by all.

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Topic 1: Comparing Online and Face-to-Face Facilitation

Because you already have experience as a face-to-face facilitator, and probably also as a participant, you have skills and knowledge that are transferrable to facilitating in the online format.

• Reflect on factors that led to your own successful facilitation of either face-to-face or online workshops, as well as from your perspective as a participant. Include the following questions in your reflection:

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Topic 1: Comparing Online and Face-to-Face Facilitation

• What do you do to maximize the probability that participants:

– understand your instructions?– participate at a certain level of quality? – stay in the course?

What are the implications for you as an online facilitator?

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Topic 1: Comparing Online and Face-to-Face Facilitation

Let’s revisit the chart from the Moodle for SABES Practitioners tutorial comparing the two formats, but this time, take the perspective of a facilitator. As you review it, think:

• Which aspects of facilitation will you have to adapt? If you’ve already had the experience of being an online learner, include that in your consideration.

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Topic 1: Comparing Online and Face-to-Face FacilitationFace-to-face has:- a set schedule for class meetings - immediate feedback in class - class discussions are by speaking face-to-face - class discussions are by speaking face-to-face - individual student may or may not participate regularly

Online has:- a flexible schedule for participation (with due dates) - 24 hrs to receive feedback- class discussions are online by writing and reading - the need for each student’s participation to signify

presence

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Topic 2: CommunicationCommunication and interaction are essential elements of a successful online course. One of the most common complaints is that the facilitator did not have a presence.

From the first time you meet a participant (offline or online), it is important for them to perceive you as safe and supportive rather than unavailable or disengaged. 

Your pro-active engagement with participants is essential. This is especially true since many participants may be new to online learning and feeling nervous and afraid of appearing to be incompetent.

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Topic 2: Communication

Due to the differences in ways to communicate in face-to-face and online courses, it is important for facilitators to pay special attention to:

• clarity regarding expectations and participation

• compensation for interpersonal connections and reinforcements

• motivating participants• promotion of social interaction• encouragement of reflection

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Topic 2: Communication

Think about your response to the following:

• Review this lesson, paying special attention to the Communication topic. Which aspects of facilitation will you have to adapt?

Specific suggestions will be covered in this tutorial.

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Lesson: Before the Course

Objective:

After completing this lesson, you will be able to describe why and how to communicate with participants before the start of the course.

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Topic 1: The Welcome Email

If the course you are facilitating is 100% online, your first contact will likely be by email. Send a welcome email message a week in advance of the course start. This accomplishes the following important goals:

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Topic 1: The Welcome Email

• Officially begins your relationship with participants• Reminds participants when the course will open and

close so they begin to think about planning their time• Sets the tone for the course • Emphasizes the value of learner voices and input• Sets expectations for communications, including how

and when participants can contact you, and the schedule of assignments

• Communicates resources and contacts for content and technical support so potential barriers to participation can be addressed right away

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Topic 1: The Welcome Email

• Refer to the Facilitating Moodle Courses Materials you downloaded at the beginning to find the Welcome Message Example.

Your course may be hybrid, beginning with a face-to-face session that is followed by an online session. Send a message as soon as possible after the face-to-face session (the same day is best) in order to address the relevant goals listed above.

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Lesson: During the Course

Objective:

After completing this lesson, you will be able to describe why and how to communicate with participants during the course, check participation, and facilitate discussions.

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Topic 1: First Week Check-In

Within the first few days, check in with each participant individually in order to create a personal relationship, and to find out about difficulties so they can be addressed quickly. You can also find out and respond to individual interests with resources, as well as invitations to share with the group in appropriate forums.

• See the Facilitating Moodle Courses Materials for the First Week Check-In Message Example.

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Topic 1: First Week Check-In

Maintain a Facilitators Attendance Sheet to keep track of responses you receive. If you do not receive a response within a day or two, telephone to follow up.

• See the Facilitating Moodle Courses Materials for the Attendance Sheet Example, along with the Attendance Sheet Blank for you to use.

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Topic 2: Email Reminders

According to the schedule in your welcome email, send reminders of assignments, and address issues and interests relevant to the group.

• See your downloaded document for the Reminder Message Example.

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Topic 3: Using Reports to Monitor and Support Participation

Monitor participation and keep track on your Facilitators Attendance Sheet.

As applicable, monitor discussion boards and quizzes, and give feedback and grading as needed according to your course’s syllabus.

Following are several reports that may be useful to you.

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Topic 3: Using Reports to Monitor and Support Participation

Access all reports from your Moodle home page on the left-hand menu.

To access them, click:

Navigation > Courses > My course > Reports

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Topic 3: Using Reports to Monitor and Support Participation

Log reports: You can see which pages participants accessed, the time and date they accessed them, the IP address they came from, and their actions (view, add, update, delete). To access them, click: Navigation > Courses > My course > Reports > LogsTo generate a log, select any combination of group, student, date, activity and actions, then click "Get these logs“.

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Topic 3: Using Reports to Monitor and Support Participation

Following is an example log report:

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Topic 3: Using Reports to Monitor and Support Participation

Participation report: This is to view a participation report for a particular activity.

To access it, click:Navigation > Courses > My course > Reports > Participation report

To generate this report, select any combination of Activity module, Look back, Show only, and Show actions, then click "Go“.

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Topic 3: Using Reports to Monitor and Support Participation

Following is an example participation report:

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Topic 3: Using Reports to Monitor and Support Participation

An extremely useful feature of the participation report is the option to send a message to all participants who have not completed a certain action.To do this, click the check boxes to select the participants, then click the drop-down next to “With selected users,” click “Send a message,” then “OK”.

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Topic 3: Using Reports to Monitor and Support Participation

Quiz report: This is to view a report on a particular lesson’s quiz.

To access it, click:Navigation > Course > Lesson > Quiz name

Then in the Administration section, click “Results”.

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Topic 3: Using Reports to Monitor and Support Participation

To generate this report, select any combination of Attempts from, Attempts that are, Show only attempts, and the display options, then click “Show report".

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Topic 3: Using Reports to Monitor and Support Participation

Following is an example quiz report.

Table headers, participant names, individual grades and questions are clickable to sort or get a more detailed

view.

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Topic 4: Participants Who Fall Behind

It is important to contact participants who fall behind in a timely manner so that they do not get so behind that they give up.

Often there is some extenuating situation. If your course allows some flexibility, you can work out a solution together. For example, you cannot negotiate the end date of the course, but you could negotiate the due date for a specific assignment.

• Refer to your downloaded document to find the Fallen Behind Message Example.

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Topic 4: Participants Who Fall Behind

For participants that start the course so late or fall so far behind that they cannot complete, you may suggest that they take the course the next time it is offered. They will need to start at the beginning of the course.

We do not extend course deadlines out of respect for those who do complete the course on time, and for SABES staff who usually are supporting concurrent DL courses.

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Topic 5: Facilitating Discussions

Your course may include online discussions. As you know from your experience, it is important to facilitate discussions so as to encourage active participation, feedback, and dialogue.

Respond to each participant at least once so they see that you notice and appreciate their participation.

Keep track on your Facilitator’s Attendance Sheet to avoid inadvertently neglecting to respond to anyone.

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Topic 5: Facilitating Discussions

Following are brief, helpful tips and strategies to keep in mind. Click to visit them. They will open in a new window. When you are done, close the window and return here.• Ten Tips for Effective Online Facilitation• Strategies for Engaging Discussions• Examples and Ratings of Facilitator Responses

Following are brief, helpful tips and strategies to keep in mind. Click to visit them. They will open in a new window. When you are done, close the window and return here.• Ten Tips for Effective Online Facilitation• Strategies for Engaging Discussions• Examples and Ratings of Facilitator Responses

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Topic 5: Facilitating Discussions

• Keeping in mind the material covered in this topic, reflect on the following:

– How might online discussion forums enhance the teaching and learning environment?

– What are some pitfalls of online discussion forums?

– What can you do as facilitator in order that a sense of community may exist, and productive social interaction can occur in the discussions?

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Topic 5: Facilitating Discussions

• If you’ve participated in an online discussion before, think of possible contributing factors for your responses to the following:– What were some positive aspects of your

experience? – What were some negative aspects?– What was your level of connection with the other

participants in the discussion group?

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Topic 5: Facilitating Discussions

For more on this topic, the following are optional materials you may choose to check out:

• See your downloaded document for Choosing an Appropriate Voice• Click to view the videos Efficient Online Teaching by Beth Dobler Part 2 and Part 3

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Lesson: End of the Course

Objective:

After completing this lesson, you will be able to describe some important items to communicate with participants at the end of the course.

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Topic 1: Wrap Up

A week before the course’s end, email participants to remind them:- of the course’s closing date and time, no extensions- to review the syllabus and make sure to complete all requirements- to download any materials they want to have access to after the course ends

• See your downloaded document for the Wrap Up Message Example.

If any participants have assignments due, contact them individually to offer support as needed.

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Tutorial Summary

Fundamental Concepts• Comparing Online and

Face-to-Face Facilitation

• Communication

Before the Course• The Welcome Email

During the Course• First Week Check-In• Email reminders• Using Reports to Monitor

and Support Participation• Participants Who Fall

Behind• Facilitating Discussions

End of the Course

• Wrap Up

• Read the following list and mentally review the main points of each.

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Tutorial Summary

Keeping the main points in mind, reflect on the following questions. You may choose to note down your responses.

• What do you plan to do to maximize the probability that participants will:

– understand your instructions?– participate at a certain level of quality? – stay in the course?

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Tutorial Summary

Are there any questions you have about facilitating online courses that haven’t been addressed? Feel free to contact the SABES Central Resource Center director:http://sabes.org/crc/

We hope you have a positive online facilitation experience!