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Abstract
This combination qualitative/quantitative study deals with the identification and examination of the roles of site facilitators in the videoconferencing room as well as the implications for training based on the findings. Two separate groups, site facilitators and videoconferencing distance educators, were questioned. Twenty-seven volunteer site facilitators were surveyed through email concerning their roles and responsibilities as site facilitators, their primary position, training that they received, the training that they would recommend, and skills that are necessary for a “good” site facilitator. The resulting information was used to create a web-based questionnaire polling videoconferencing distance educators about the roles and, training of site facilitators in rooms in their charge. Eighty-three responses resulted from a mailing of 430, eighty-six were undeliverable. Site facilitators identified five major roles: the technical expert, the instructional assistant, the liaison, the scheduler, and the trainer/consultant. Site facilitators also identified hands-on training as the method of training preferred. Distance educators ranked the roles of site facilitators in importance and provided other information relevant to training and skills/traits needed to be a “good” site facilitator. Training suggestions included in the discussion were based on the information gathered from both groups.
