Teachers as Facilitator of Distance Learning

Michelle Sioson Gatchalian

Distance learning is the “new normal” this coming school year. This learning approach is unconventional to both teachers and the students. However, there is greater challenge to teachers to act as facilitators under this new learning style.

As a distance learning facilitator, the teacher must fulfill several tasks including intellectual, social, organizational and technical conditions to ensure an effective learning experience for students.

To fulfill the intellectual requirements, the teacher-facilitator should employ materials and discussions that would present critical concepts, principles and skills to students. Through these materials and discussions, the students can be asked with questions that can improve their critical thinking and analysis.

Meanwhile, for the social requirements, the teacher-facilitator is expected to create a friendly, social environment which is essential for successful moderating and learning among students. In a friendly learning environment, students stay focused and interested in the lessons despite the distance, thus, the teacherfacilitator stay motivated in conducting online lessons, as well.

With distance learning, the teacher-facilitator’s role also involves organizational tasks which include lesson planning, setting a timetable, and procedures in fulfilling the class’ learning goals.

Lastly, the teacher-facilitator should also ensure that students are comfortable and familiar in using electronic devices needed in conducting lessons. The teacherfacilitator’s main goal is to make the technology transparent, so that students can concentrate on the academic task at hand.

Distance learning has its challenges to teachers but with thorough preparation and unwavering determination, these tasks can be successfully fulfilled, thus, allowing students to continue learning despite the distance.

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The author is MAPEH/Teacher II at San Isidro National High School-San Luis