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STRATEGIES TO ENSURE THAT ONLINE FACILITATORS ARE SUCCESSFUL

Imagine two situations. In one, a federally funded technical assistance project is planning to offer its first Internet-based workshop. The goal is for teachers and administrators from around the country to learn about standards-based instruction by sharing information, discussing resources posted on the Web, and offering each other advice‐all online. Project staff members contact Dr. Branch, a respected curriculum leader who has conducted many faceto-face workshops for the project in the past. When they ask her to be the online facilitator, she agrees. Although staff members have confidence in Dr. Branch, they still have questions: How will this online venue differ from the face-to-face workshops they are accustomed to delivering? Will Dr. Branch have the necessary skills to elicit conversation, guide information sharing, and foster reflection in this alternative environment? What can staff members do to support Dr. Branch in her new role? In the other situation, Dr. Galtes, a professor of education, has just been asked by his dean to teach an online graduate course for the first time. Buoyed by his past success in teaching the course, he agrees to teach it in this new environment. Although he is intrigued by the Internet and relishes the challenge, many questions occur to him: Will he feel as comfortable in the online learning environment as in the classroom? What must he do differently to promote student learning? Where can he go to get the information and support he needs to ensure success for all?