Let's follow up an online session

Your Reflection

You may want to use all, or extracts of the following to evaluate your effectiveness in delivering an online teaching/learning session.

Pre Course / Session Communication

Does the pre course/session confirmation:

  • Cover details of course/session timings, objectives, pre-requisites and any pre-session work/assignments?
  • Cover details of the equipment and facilities learners will need (internet connection, headset)?
  • Explain clearly how to log into the live sessions?
  • Explain clearly how to setup audio
  • Explain what the learner should do if something goes wrong (i.e. trouble logging in to the session, failed audio connection)

 Facilitator Setup - Does the Facilitator:

  • Determine learner's personal objectives for attending the session prior to the event?
  • Determine learner's experience within an online virtual environment prior to the event?
  • Tailor the virtual classroom set up for any particular learner needs?
  • Ensure all content is correctly loaded and working efficiently?
  • Have clear contingency plans if his/her Internet connection fails or the microphone malfunctions?

 Facilitator Introduction - Does the Facilitator:

  • Confirm with attendees that the learning environment, both physical and virtual, is safe and comfortable and conducive to learning, lighting, sound, working space, equipment?
  • Confirm that the audio level and quality is acceptable?
  • Clearly explain the system's tools for enabling interaction (i.e. emoticons, chat, ticks and crosses)?
  • Clearly establish what is expected from the attendees (i.e. course/session rules)?
  • Clearly communicate what the attendee can expect from the facilitator?
  • Have a detailed Session Plan and a list of learning outcomes for the session?
  • Clearly communicate a route map for the session?
  • Clearly communicate the course or session objectives?
  • Provide instructions on how learners should respond to questions?
  • Communicate what should happen if something goes wrong i.e. loss of internet connection, malfunction of headset/microphone?

 Methods and Media for Instructional Delivery

 Instructional Methods - Does the Facilitator:

  • Use a variety of media/tools to support learning objectives and a variety of learning styles?
  • Use learning activities that are relevant to the course or session objectives?
  • Use activities to enable learners to contribute to discussions?
  • Demonstrate an awareness of learners ’comfort levels’ during interactive sessions?
  • Use real life examples, demonstrations, video or stories to reiterate learning points and stimulate interest in the session?

 Presentation and Instructional Media - Does the Facilitator:

  • Use well designed supporting presentations with consideration given to good graphics and limited text?
  • Use a range of interactive tools and other media during the session?
  • Incorporate comments in Chat into the session to include the group?
  • Use some form of interaction at least once every 3/5 minutes during the session?
  • Use each interaction tool or other media smoothly, correctly and with confidence?
  • Alter the interaction or medial used, where applicable, to support the learning objectives?

Instructor Credibility and Communications

Facilitator Delivery Competence and Expertise - Does the Facilitator:

  • Demonstrate professionalism and confidence with the technology?
  • Demonstrate professionalism and confidence with the subject matter?
  • Have a positive approach to the tools, technology or course/session content (i.e. do they avoid 'blaming' the technology?)
  • Demonstrate a consistent approach to each learner?
  • Enable each learner to reflect how they will be using their newly acquired knowledge back in the workplace?
  • Confidently handle learner questions?

Facilitator Communication & Presentation Skills - Does the Facilitator:

  • Speak clearly and fluently, at the right pace, and use voice and expression appropriate for online broadcast?
  • Ensure key learning points are explained, clarified and emphasized through voice inflection, emphasis and pauses?
  • Use the participants’ names appropriately?
  • Ensure any pauses in the presentation are adequately explained and kept to a minimum (i.e. when closing polls does the Facilitator explain what he or she is doing)?
  • Demonstrate that all verbal and non-verbal communication is anti-discriminatory?
  • Demonstrate good questioning skills using open and closed questions where appropriate?
  • Encourage questions and participation throughout the session?
  • Demonstrate awareness of any non-participation and does the Facilitator take appropriate steps to involve these individuals?
  • Provide learners with key learning points within the session and a recap at session end?

Facilitating the Group

Establishing a 'comfortable' Learning Environment - Does the Facilitator:

  • Deliver a conversational and welcoming introduction when participants log on to the session?
  • Clearly communicate the lesson plan and course/session objectives?
  • Maintain a good flow/pace to the session whilst ensuring learner needs and session objectives are both met?
  • Actively encourage participation and interaction?
  • Provide opportunity for learners to work with each other? (i.e. breakout rooms, paired chat)
  • Clear emoticons/annotations after each interaction?
  • Successfully handle any learner disruptions or negativity?
  • Make full use of all necessary tools within the virtual classroom to ensure maximum learner interaction and contribution?

Involving the Learner - Does the Facilitator:

  • Demonstrate use of listening techniques to acknowledge and understand learner contributions?
  • Use and create opportunities for learners to contribute to activities?
  • Use a range of interactive activities that encourage learners to ask and answer questions?
  • Ask follow-up questions to encourage learner reflection?
  • Demonstrate a high rate of inclusive questioning and use a mixture of facilities?
  • Respond in an appropriate fashion (and at an appropriate time) to learner's questions and responses?
  • Ensure that feedback given is specific both to the questions asked and to the learner's needs?
  • Provide alternative explanations, analogies or stories when a learner is having difficulty grasping a key point?
  • Demonstrate awareness of learner's non-verbal communication and take appropriate action?

Motivating the Learner - Does the Facilitator:

  • Continually invite relevant participation and interaction?
  • Respond with enthusiasm and encouragement to learner interaction and achievements?
  • Use a range of appropriate motivational strategies?
  • Use a variety of techniques to reinforce learning?

Closing the Session and Evaluation Methods

Evaluating the Learner Performance during the session - Does the Facilitator:

  • Actively demonstrate he/she is monitoring the learners’ progress during the session?
  • Ensure all learners’ are asked for an equal contribution? (i.e. are some learners overlooked or others asked to provide a response more often)?
  • Incorporate appropriate learning points or assessments within the session?
  • Gather information that demonstrates learner knowledge acquisition and skills transfer?

Closing the session - Does the Facilitator:

  • Ensure that learner achievements are evaluated against the original learning objectives?
  • Provide or suggest further resources to reinforce learning?
  • Provide details of where learners can obtain further advice or support after the session?
  • Ensure that there are no further questions before calling the session to a close?
  • Explain clearly to the learner how to log out of the session?

Evaluating Facilitator performance after the session - Does the Facilitator:

  • Critique his/her own preparation and session delivery and can this be evidenced?
  • Demonstrate evidence changes to session as a result of self-evaluation?
  • Evaluate the impact of external influences on the event including virtual classroom software?