FACILITATING FACE TO FACE SESSIONS IN DLBY Mwogeza Resty KamyaDepartment of Distance Learning.

Common scenery in learning Institutions

OBJECTIVES

When you have completed this unit, you should

be able to:

• devise strategies to foster effective learning,

whether face-to-face or at a distance

• plan and implement learning activities for DL

modules

Activity 1. A good Face to face learning experience

Identify a good face to face learning experience you have had in

academic education at any level.

• What did you gain from this learning experience?

• Which elements of the experience contributed to its success?

COMMENT

• Divide into small groups to reflect on a good face to face

learning experience and then share your observations.

• You can then group these under headings such as the

teacher or resource person’s contribution; the

contributions of other learners; the context, or the

learning resources.

• Having reflected on what makes a good face to face

learning experience, you consider how these elements

might be used to create a good face to face experience.

FACE-TO-FACE TUTORING

In DL the instructional material replaces the face-to-face contact,

offered in conventional education. This means that the face-to-face

sessions cannot be approached in quite the same way as you might

approach teaching full-time students. The objectives of dialogue

through face-to-face contact with DL students are the following:

• stimulating student dialogue;

• motivating students;

• helping students overcome academic difficulties;

• helping students overcome their academic problems of studying

through DL

Choosing Activity Types

The following chart lists different types of group

learning activities, how they operate, and the skills

that they can help develop. You can use this to help

you consider options for your Module.

Activity Allows Uses these skills

Small-groupdiscussions

Each group to focus on specific interests, and then share with main group so everyone can learn

Communication, task analysis,leadership.

Debates Development of two sides of an issue, clarification of positions

Critical thinking, analysis, verbalcommunications, leadership

Demonstration and practice

Application of skills in a real or simulated setting

Interpersonal skills (counselling),manual skills, applied skills (lab work)

Situational analysis

Identification of push-pull factors, strengths and weaknesses in a situation

Analysis, critical thinking, leadership,communications

Case studies Applying skills to consideration of acomplex situation

Analysis, application, synthesis,communications, organising tasks,leadership, problem solving

Learnerpresentations

Individuals or groups of learners to develop their ideas in a clearlyunderstood way

Analysis, communications

Role-plays Application of interpersonal,problem-solving andcommunications skills in a practice situation

Analysis, organising tasks, leadership,problem-solving, communication

Practical factors to consider when designing activities are the:

• time available for group learning

• number of participants

• resources available to participants.

Activity 2. Review your learning plan

• Review your learning plan in the light of the

strategies for facilitating learning which we have

covered and describe any changes you would

make, especially to your role in facilitation of a

face to face session.