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Phases of Development

The document identifies 5 phases of development for distance learning facilitators: 1) Visitor, 2) Novice, 3) Apprentice, 4) Insider, and 5) Master. The Visitor has toyed with technology integration, the Novice is new to online teaching, the Apprentice has 1-2 terms experience, the Insider has more than 2 semesters experience and feels comfortable online, and the Master has extensive experience designing online courses and supporting peers.

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85 views

Phases of Development

The document identifies 5 phases of development for distance learning facilitators: 1) Visitor, 2) Novice, 3) Apprentice, 4) Insider, and 5) Master. The Visitor has toyed with technology integration, the Novice is new to online teaching, the Apprentice has 1-2 terms experience, the Insider has more than 2 semesters experience and feels comfortable online, and the Master has extensive experience designing online courses and supporting peers.

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Phases of Development for Distance Learning Facilitators

Palloff and Pratt (2011) identify five distinct phases of development that distance
learning facilitators go through:
1. Visitor - those faculty who have toyed with the idea of technology integration in
their face-to-face classes and who may have posted a syllabus or assignments
online or used e-mail for assignment completion.
2. Novice - those faculty who have never taught online and who may or may not
have taken an online course as a student but have consistently posted a syllabus
online and have used some communications technologies to supplement their
face-to-face teaching.
3. Apprentice - those faculty who have taught online for one or two terms. They may
have taught more than one course per term. They are developing an understanding
of the online environment and the skills required to teach online.
4. Insider - those faculty who have taught more than two semesters online and have
taught more than one course per term. They feel comfortable in the online
environment, are proficient with course management technology, and have basic
understanding of the skills needed for online teaching. They may have designed
one or more online courses.
5. Master - those faculty who have taught online for multiple terms and have
designed several online courses. They have mastered the technology required to
teach online and are likely to have integrated technology beyond the course
management system into their teaching. They feel extremely comfortable with the
skills required to teach online and can be called upon for peer support for newer
online faculty.

Palloff, R. and Pratt, K. (2011). The Excellent Online Instructor: Strategies for Professional
Development. Retrieved from VitalSource Bookshelf.

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