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166 Parker
• Organises content into learning resources
• Gives lectures either face-to-face or by distance
• Displays and updates information about the course
• Brings up discussion topics
• Provides corrective feedback
• Advises and tutors students
• Assesses the students
• Monitors students’ progress
• Creates and manages project teams
(Taylor 2002) argued that facilitators are faced with steep learning curves and
that the quality of their online lessons depends heavily on their knowledge of the
required technologies and software. The e-learning environment that is created by
facilitators should be one in which learning can and will take place. (Webster &
Hackley, 1997) agreed and pointed out that an instructor’s positive attitude toward
technology, interactive teaching style and control over technology contributed to
some of the successes of effective learning.
Facilitators need the answers to some fundamental questions according to
(Taylor, 2002):
• What are the advantages for converting from a traditional to a virtual class?
• Are there any benefits for the students?
• Are there benefits for the tertiary institution or organization?
• Are there any personal benefits?
The facilitator needs to identify potential students and address their learning
needs in an online environment (Simpson, 2000). The prevailing emphasis on
developing deep approaches to learning, facilitators may frustrate legitimate surface
motivation and so inhibit student learning according to Zepke (1998). Zepke
(1998) further stated that lecturers should be able to facilitate students learning by
communicating and empathizing with them, structuring knowledge and arranging a
reasonable workload.
(Piccoli et al., 2001) pointed out that the facilitator needs to be flexible because
of the high time and energy demands. Courses where the facilitator is unable to meet
these demands will most likely not be effective. Facilitator attitudes and actions can
have an important influence on students’ perceptions of e-learning.
E-Learning Technologies
Wells (1999) argued that the delivery of on-line instruction is heavily dependent
on network technologies. (Piccoli et al., 2001) agreed and further pointed out
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