eLearning, online facilitation

professional learning banner

Read more
Date Location Presenter(s) Cost Availability
4 Jun to 10 Aug 2018 Online
$660.00 (incl. GST) Register
6 Aug to 12 Oct 2018 Online
$660.00 (incl. GST) Register
8 Oct to 14 Dec 2018 Online
$660.00 (incl. GST) Register
4 Mar to 10 May 2019 Online
$660.00 (incl. GST) Register
27 May to 2 Aug 2019 Online
$660.00 (incl. GST) Register
22 Jul to 27 Sep 2019 Online
$660.00 (incl. GST) Register
7 Oct to 13 Dec 2019 Online
$660.00 (incl. GST) Register


Online Facilitation (ACER accredited course)

This course is intended for educators new to online facilitation or those aspiring to improve their skills in online facilitation. It will equip participants with the skills and knowledge to be an effective online facilitator. The focus of the course is on the theory and practice of online pedagogy, how to facilitate online discussion and collaboration, and support student learning in the online environment.

Recommended prior learning

This course has no recommended prior learning. Experience in face-to face teaching or training delivery is assumed.

Intended learning outcomes

Participants will be able to:

  • identify and critically evaluate the types, purposes and uses of a range of eLearning pedagogies
  • apply effective roles and responsibilities in the online learning environment
  • evaluate and implement a range of inclusive pedagogies for engaging and supporting online learners.


AITSL Professional Standards for Teachers

This course focuses on Professional Standards 4.5 and 5.2 at the Proficient, Highly Accomplished and Lead levels.

4.5 Use ICT safely, responsibly and ethically

Graduate Proficient Highly accomplished appropriate for this level Lead appropriate for this level

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching

Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.

Model and support colleagues to develop strategies to promote the safe, responsible and ethical use of ICT in learning and teaching. Review or implement new policies and strategies to ensure the safe, responsible and ethical use of ICT in learning and teaching.

5.2 Provide feedback to students in their learning

Graduate Proficient Highly accomplished appropriate for this level Lead appropriate for this level

Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning.

Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals.

Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning. Model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective and appropriate feedback strategies.


Course in detail


The course is delivered in online mode and consists of 6 Modules and 2 learning assurance tasks (a multiple choice quiz and a weaving and summarising task). The modules are interactive and participants work through examples and activities to build skills and knowledge.

Module 1

This module gives an overview of online learning in general, its background and styles of eLearning. Participants investigate online interactivity and engagement styles, study qualities of online students and discuss strategies to approach this diverse group of students. The module ends with a consideration of the qualities that make a good online facilitator.

Module 2

The focus on first steps for facilitators in an online community assists facilitators in setting realistic expectations for both sides in the facilitation relationship. Participants examine facilitation models and briefly consider the other roles and responsibilities in online learning before digging deeper into the online facilitator’s role.

Module 3

In Module 3, the role of discussion forums comes under scrutiny. Participants focus briefly on groups and group formation. Through activities in the discussion forum participants have an opportunity to showcase facilitation skills and to examine scaffolding through facilitation and strategies to build engagement from the facilitator’s point of view.  

Module 4

This module has a focus on assessment, moderation, marking and feedback strategies that place the individual at the centre. Through examination of relevant policies and procedures required in performing the facilitator’s role, participants develop a deeper understanding of the responsibilities involved and gain skills in applying these policies.

Module 5

Participants consider possible challenges encountered in the online learning environment and how to identify such challenges, including using learning analytics. After examination of certain tricky scenarios, participants model how to give support and apply relevant policies. During the course of this module, participants complete and share a weaving task with other participants and follow peer-review practice.

Module 6

The main focus of Module 6 is equipping facilitators to support online students and grow in their facilitation role. Participants are given the opportunity to investigate professional learning, collaboration, reflective practice, participation in peer-review processes and joining like-minded communities, as these factors contribute to building effective facilitation skills. As final inspiration, participants consider the future of online learning and reflect on their own learning.

Learning Assurance Task 1

A multiple choice quiz (must achieve 80%+).

Learning Assurance Task 2

A weaving and summarising task (must address all criteria in rubric).

On successful completion of this course, participants will receive an ACER certificate of achievement.

Delivery mode:  Online

Time and duration:  60 hours of online learning over approximately 10 weeks.

Resources:  All resources are included in the course.