Distance learning coordinator

Definition

Depending on the context, the definition of the distance learning coordinator changes as does the job title (e.g. distance learning administrator, coordinator of online programs, distance education faculty liaison, program facilitation). It seems agreed that the job requires multiple skills such as pedagogical and technological expertise plus administrative, communicative and project management skills. The coordinator also acts as a change agent and should develop leadership innovative activities in a climate of trust.

Roles

Following academic and non academic resources, it appears that the coordinator’s job varies according to the five following roles and affiliated tasks: pedagogical, technological, administrative, quality and, finally, change agent. Depending on the context, one role or the other might be more prevalent and one or more can even be completely absent. It is also important to notice that the coordinator, as his name suggests, coordinates several tasks among several actors, who usually are: 1) the institution or the organisation; 2) training staff; 3) learners; and 4) the labour market. Finally, some tasks are best suited before, during, after or throughout the design and implementation of a programme and the coordinator's tasks might be described taking into account this factor additionally.

To give an example for the pedagogical level in the context of Swiss higher education – without taking into account local support offered by the institution -, the coordinator’s job, regarding the pedagogical dimension, could consist in:

Institution	Training staff	Learners	Labour market
Being aware of institutional quality frameworks. Developing new programs. Mastering institutional rules, particularly regarding the use of digital libraries, external tools, social web, etc.	Training the trainers (e.g. course designer, tutors) to distance learning or blended course design and evaluation. Helping in the design and evaluation of the programme. Acting as pedagogical helpdesk throughout the programme. Being creative to develop learning activities pitched to the content and to the level of innovation maturity.	Training learners both to the environment and its pedagogical approach. Acting as pedagogical support throughout the programme. Facilitating training when problems occur (e.g. conflicts within groups; lack of methodology to learn at a distance)	Reporting what happens in the domain to then innovate within the programme and/or offer new programmes.
Support resources to conduct these activities
European Qualification Framework National Qualification Framework	Learning theories Design models Pedagogical models Teaching methods Evaluation methods European Credit Transfer System Technological Pedagogical and Content Knowledge	E-learning competencies Learning style European Credit Transfer System	21st century learning Sustainable Development Goals Domain specific resources

Job specifications

The aim is to list as many tasks as possible for each of the five dimensions. Some overlaps might occur between categories.

Pedagogical dimension:

• Participate in or conduct the needs analysis, whatever form it may take
• Present different options for the learning environment according to pedagogical choices
• Show, train, negociate with training staff regarding current and new uses of educational technologies
• Support training staff throughout the implementation, running and evaluation of the programme
• Train training staff in e-literacy and possible uses of educational technologies
• Help in the design of learning activities and their evaluation
• Support learners with the training to the learning environment and its pedagogical approach
• Support learners in e-literacy and share with them best practices for success while learning at a distance
• Facilitate training while problem occur (e.g. between training staff and learners; among learners)
• Be knowledgeable of institutional / organisational policy of use of tools, potential inhouse installed and maintained ones and potential constraints (e.g. use of google +)
• Be aware and able to use qualification frameworks the institution / organisation has to follow
• Report what happens on the labour market in the domain (e.g. new technologies used within the profession and their impact on training)

Technological dimension

• Interact with computers, hardware and software, for a range of uses (e.g. program, enter data, create accounts)
• Support, technologically and logistically, training staff when they use special material (e.g. videoconferences, webinars)
• Develop multimedia course material in collaboration with training staff
• Select and install educational technologies selected by training staff
• Configure and/or customise the institutional / organisation learning management system
• Purchase / counsel in the purchase of equipment and services
• Resolve / report rapidly any problem with the equipment, services and applications
• Assess distance-learning technological needs and goals
• Conduct inventories of distance learning equipment, reporting usage data
• Keeping up to date in educational technology in general and in professional driven technology

Administrative dimension

• Participate in or conduct the needs analysis in terms of budget and human resources
• Draft internal regulations and charts regarding the programme and institutional / organisational constraints (e.g. plagiarism, privacy, data protection)
• Draft legal regulations related to the programme (e.g. study regulation)
• Communicate effectively with the different stakeholders
• Be in charge of arbitration and disciplinary sanctions (e.g. block access to learning environment)
• Write annual reports on distance learning programmes
• Be in charge of hiring training staff and guest speakers (e.g. specifications, remuneration)
• Participate in programme committees
• Participate in calls for proposals (e.g. disseminate, contact applicants, administrative and financial follow up of each selected applicant)
• Examine and propose equivalencies, VAE
• Organise professional development
• Conduct leadership activities with training staff
• Manage all special conditions (e.g. medical, maternity leave)
• Be accountable regarding the programme’s respect of quality norms
• Identify target audiences to advertise the programme together with efficient communication  
• Draft partnerships with professional organisations (e.g. in case of internships)
• Remind the programme’s agenda to stakeholders (e.g. exam dates, starting of a module)
• Be perfectly aware of the institution / organisation’s structure to identify help structures and key resource persons with whom to collaborate and share tasks
• Participate in fundraising projects (e.g. donors, submit grant applications)

Quality

• Evaluate the programme (e.g. learning environment, staff, actual learning)
• Provide feedback of the programme’s evaluation to stakeholders and suggest appropriate measures
• Manage implementation of measures
• Be aware of accreditation and national certification norms
• Manage accreditation procedures
• Study the impact of the training, in the medium term, together with employers and alumni
• Reassess and/or conduct new local needs analysis

Change agent

• Suggest innovations in the programme
• Suggest professional development training sessions
• Suggest a vision on how to use educational technologies in the programme
• Share a clear vision and ensure all stakeholders are working towards the same objective
• Be patient and persistent to support each and every stakeholder's rhythm towards change
• Ask questions to arouse reflection, create ownership and accountability of innovations
• Be knowledgeable and lead by example
• Establish relationships of trust with all stakeholders

Resources

Non academic resources, describing the role in general

https://www.onetonline.org/link/details/11-9039.01

https://www.plotr.co.uk/careers/distance-learning-coordinator/overview/

https://www.sokanu.com/careers/distance-learning-coordinator/

https://rumef2013.sciencesconf.org/conference/rumef2013/rumef_livret_2011.pdf

http://www.myplan.com/careers/distance-learning-coordinators/description-11-9039.01.html

https://www.cacareerzone.org/profile/11-9039.01

https://www.mynextmove.org/profile/summary/11-9039.01

https://www.careerexplorer.com/careers/distance-learning-coordinator/

Academic resources

Class, B. (2020). Enhancing knowledge and practice: Research competences of a distance learning coordinator EdMedia + Innovate Learning, Online, Netherlands. https://archive-ouverte.unige.ch/unige:138272

Devolder, A., Vanderlinden, Rl, van Braak, J. & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education 55 (2010) 1651–1655. https://doi.org/10.1016/j.compedu.2010.07.007

Lai, K. & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: the role of the computer coordinator. British Journal of Educational Technology, 35 (4), 461–475. DOI: 10.1111/j.0007-1013.2004.00404.x

McFarlane, D. (2011). The Leadership Roles of Distance Learning Administrators (DLAs) in Increasing Educational Value and Quality Perceptions. Online Journal of Distance Learning Administration, 14 (1).

Janet Moore, (2005) "Seven recommendations for creating sustainability education at the university level: A guide for change agents", International Journal of Sustainability in Higher Education, 6 (4), pp. 326-339. http://dx.doi.org/10.1108/14676370510623829

Journal

Online Journal of Distance Learning Administration