When I started teaching as an onsite facilitator for secondary distance education courses, before online was possible (1993-1999) I worked one-to-one with students in a study hall atmosphere, tutoring them through modules provided by the distance education school. Typically, I provided supplementary experiences to enhance learning but was frustrated that I could not alter course materials in any direct way to better suit the needs of individual learners. The “one size fits all” delivery model seemed an inadequate pedagogy. Once I became an online teacher, and coordinated school-based site facilitators, I was eager to work collaboratively to adapt materials, design open-ended online lessons and assignments that would provide a more flexible and scaffolded curriculum than the older paper based materials had.

Site facilitators were given one block in their school day to facilitate learning for students who were taking an online course, Planning 10. Site facilitators worked from office spaces in the school, but did not have regularly scheduled classrooms to meet students in. Students typically worked on their computers at home. The site facilitator marked student work and attempted to meet with students at regular intervals, not always successfully. Additional learning opportunities were offered in the school to enhance learning. Final Grades were recorded by the distance education school from the LMS.

Unfortunately, the site facilitator model was very loosely defined and supported. Less than a day in the year was provided for coordinating the site facilitators, so other than showing teachers how to use the software, all other activities had to be accomplished off the side of my already overflowing desk. The number of students each site facilitator was attempting to support was two to three times the size of a regular classroom. Successful course completion was low, as students floundered, not having the self-regulation and organizational skills to work as independently as required.

Over time, some of the site-facilitators were able to negotiate more time and resources to support students. Site-facilitators began to be more selective choosing students they allowed to register in online courses, talking others into remaining in the regular classroom.

Evidently, providing opportunities for students to register in online courses and assigning a teacher to support students does not magically lead to success. Considerably more thought and dedicated resources of time, space and technology need to be made available.