Examining Course Facilitators’ Perspectives on Online Facilitation for Distance Education

Abstract

The importance of online learning for delivering academic content in distance education cannot be an understatement. Online learning is not only associated with benefits, but it also comes with some challenges among course facilitators in distance education. This study, therefore, examined course facilitators’ perspectives on online facilitation in distance education within the context of a less developed economy. The study adopted the quantitative approach based on descriptive research design with a sample of 529 course facilitators out of a population of 2,768 using multiple sampling techniques such as stratified and simple random sampling. Data were gathered using a structured questionnaire, and partial least squares structural equation modeling (PLS-SEM) was utilized to analyze the results. Findings from the study revealed that course facilitators had online tools and content knowledge but lacked online lesson presentation skills. Availability of online gadgets significantly predicted functionality and online teaching presentation method. Challenges with online learning, availability and functionality of online gadgets, and online presentation methods significantly predicted online use intention and subsequently influenced online usage for teaching among course facilitators. It was recommended that managers of distance education train and provide technical support as well as online gadgets for course facilitators to effectively implement online education. This study provides new insights into how online gadgets, their functionality, and online presentation methods by course facilitators intricately relate among themselves and finally influence online usage intentions and actual usage of online instruction in the distance education milieu.