1. E-Learning Webinar for Instructors, Facilitators, & Coaches Deanne Davis (DavisDEL7001-8)

2. Roles Move from teaching to facilitating/guiding/ mentoring/coaching Create and maintain online environment and learning community in the absence of nonverbal cues Participate in professional development

3. Skills Required Basic classroom skills Electronic communication skills Thorough knowledge of management software Research skills

4. Engaging Learners Many traditional classroom engagement strategies work to engage e-learners Interaction with instructor, students, course materials, and online resources Open-ended tasks and feedback Collaboration with fellow students Reflection on the learning process

5. Evaluation Students, instructors, the course, and the technology used should be subjects of evaluation Along with instructor evaluation, students should have opportunities to assess themselves and even their peers Digital portfolios are an effective evaluation tool

6. Instructor Benefits Convenient access Pre-packaging of information to allow focus elsewhere Record retention Personal gratification Reduces travel costs Encourages access to new electronic resources Allows for more engaging communication

7. Challenges Communication without nonverbal cues Time and assignment management Technology issues Student preparation Building a sense of community

8. References Broadbent, B. (2002). ABCs of e-learning: Reaping the benefits and avoiding the pitfalls. San Francisco, CA: Jossey- Bass/‌Pfeiffer. Burch, T., & Nagy, J. (2007). Tipping points in online-mediated learning environments: Strategies for student engagement in a conceptual framework for e-learning. International Journal of Learning, 13(12), 7-15. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/‌ehost/‌pdfviewer/‌pdfviewer?sid=54a93bae-fefa-48c2-a3ee- 60a71459bace%40sessionmgr13&vid=20&hid=9 Buzzetto-More, N. A., & Alade, A. J. (2006). Best practices in e-assessment. Journal of Information Technology Education, 5, 251-269. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/‌ehost/‌pdfviewer/‌pdfviewer?sid=54a93bae-fefa- 48c2-a3ee-60a71459bace%40sessionmgr13&vid=33&hid=9 Coppola, N. W., Hiltz, S. R., & Rotter, N. G. (2002, Spring). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/‌ehost/‌pdfviewer/‌pdfviewer?sid=54a93bae-fefa-48c2-a3ee- 60a71459bace%40sessionmgr13&vid=7&hid=9 Elison-Bowers, P., Henderson, K., Sand, J., & Osgood, L. (2010). Resolving instructor challenges in the online classroom. International Journal of Learning, 17(1), 339-346. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/‌ehost/‌pdfviewer/‌pdfviewer?sid=e4e2cd5d-aad1-436e-a0f6- a06e268fefbb%40sessionmgr4&vid=30&hid=9 Maeroff, G. I. (2003). A Classroom of One (2nd ed.). New York, NY: Palgrave Macmillan. (Original work published 2002) Palloff, R. M., & Pratt, K. (2001). Lessons from the Cyberspace Classroom: The Realities of Online Teaching. San Francisco, CA: Jossey-Bass.