Charisma of an Online Facilitator: Do you have it?
Kala Miller
April 30, 2005
Introduction
Learning in an online classroom is quite different from learning in a more traditional setting. The facilitator of the online class must adapt their teaching methods and styles to accommodate these contrasts in order to amplify the learning that will take place. Perhaps one crucial personality trait that is often overlooked, charisma, is the secret to a successful and satisfying online experience for both students and facilitator. It is important to understand charisma and how it can work effectively to improve online learning. Facilitators should seek out ways to increase this magnetic appeal for their students.
Understanding the magnetic force
According to the Meriam Webster online dictionary, charisma may be used to describe a special magnetic charm or appeal. The magnetic personality of a charismatic online facilitator will work to attract students. It stands to reason that the more time and attention online learners give to the virtual classroom and to the course work, the more learning they will achieve. Moreover, a charismatic facilitator can make the difference for an online learner that is struggling to adjust to their new learning environment. They will be in tune to those students who are at risk for failure and can use their magnetism and charm to allow the struggling student to feel more at ease. Clearly, charisma is a characteristic that has useful and vital functions in online facilitation.
Activating the magnet
I found numerous phrases, adjectives and explanations provided by experts in the field of online teaching and learning that outline the various roles of an online facilitator. Certainly, these lists and guidelines represent tried and true quality online facilitator characteristics. But, where does charisma fit into this picture? Charisma will enable the facilitator to bridge the gap created by distance and time, enhancing the online learning experience. Additionally, a charismatic facilitator will have an in-depth understanding of their content area as well as a wide array of life experiences (What Makes a Successful Online 2000). This combination gives the facilitator the ability to relate to students with knowledge and understanding.
Obviously excellent written communication skills are an asset for facilitation, but communicating with charisma means including a personal touch to compensate for the absent visual and verbal cues. This can be accomplished by using a personal tone and emoticons and acronyms (Dewar & Whittington 2000). Also, facilitators should avoid being overly concerned about the technicalities of their writing style (Dewar & Whittington 2000). Messages that are written with strict adherence to grammatical guidelines may come across as too structured and cold (Dewar & Whittington 2000). By sending messages that are somewhat informal and relaxed, yet appropriate and pertinent, the facilitator gives students an example that they can follow. Finally, for a successful and charismatic online facilitator being sensitive, open and flexible is not an option, it is a requirement (What Makes a Successful Online 2000). Charisma definitely has a valuable place on the list of quality online facilitator characteristics.
Extending your magnetic field into the online community
While the community of each online classroom is as unique as each individual that comprises it, a charismatic online facilitator will effectively collect all the most outstanding components to formulate a united group. Facilitator presence should be easily viewed by participating students because instructor reply to student postings can stimulate dialogue and promote further exploration (Deubel 2003). Also, online students require feedback to assist them in gauging the advancement of their learning (Chickering 1996). They need regular chances to demonstrate their abilities and to receive a response in regards to their progress (Chickering 1996). A charismatic facilitator may choose to deliver this feedback by personal email to help build the bond between teacher and student. Clearly, community can benefit from a facilitator that possesses charisma.
Conclusion
At the heart of any online classroom lies its facilitator: waiting, watching and working to find opportunities for prompting learners to probe deeper into their learning and to expand their pursuit for knowledge. I suggest that a charismatic online facilitator is one who possesses a wide range of abilities, knowledge and content expertise, but who most importantly strives to tailor their skills to best assist and teach not only the entire group, but each individual leaner as well. Online facilitators that seek to increase their charisma will find that the online learning experience will be greatly enhanced for themselves and their students.
References
Chickering, A. 7 Ehrmann, S. (1996). Implementing the seven principles: technology as lever. The TLT group. Retrieved from http://www.tltgroup.org/programs/seven.html
Deubel, P. (2003). Learning from reflections issues in building quality online courses. Online Journal of Distance Learning Administration, 6(3). Retrieved April 29, 2005, from http://www.westga.edu/~distance/ojdla/fall63/deubel63.htm
Dewar, T. & Whittington, D. (2000). Teaching online: A new skill set. Working Knowledge Productive Learning at Work conference. Retrieved from http://www.calliopelearning.com/resources/papers/teach.pdf
What makes a successful online facilitator? (2000). Online Education and Resources. Pedagogy and Learning. Illinois Online Network. Retrieved April 26, 2005, from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp