3.2 Course Delivery Personnel: Roles and Responsibilities

Because of the potential high number of students taking this course format, and the venue in which the course format is typically offered, classroom equivalent courses typically require the support of a greater number of people. In most situations, the following roles and responsibilities apply:

3.2.1 Instructor

Defined as the individual teaching/instructing the course. Generally, a course has one principal instructor assigned to it. This individual is the subject matter expert and is responsible for leading the course and bears the burden of responsibility of ensuring the course is delivered properly. For additional information regarding the instructor, please see the 1.7 Instructor Skills and Qualifications section as listed in the Requirements for all Course Types.

3.2.2 Facilitator

Sometimes also referred to as a proctor, the facilitator (or group of facilitators) is responsible for ensuring students are properly registered and checked into the course. Additionally, the facilitator is responsible for making sure students return from break-out sessions or meal breaks, and that the student attends the entire course. Facilitators can also be employed to assist in taking student questions and passing them to the course instructor, and may perform other administrative functions in support of the course delivery.

(a) Facilitator as Course Provider Agent

Since the course provider is ultimately responsible for ensuring students have completed the course, facilitators should be an employee or agent of the course provider. As a rule, and to remove the potential for any conflict of interest, employees of a company who are also students in the course should not be functioning as a facilitator. Exceptions can be made in situations where a trade association is sponsoring instruction and trade association employees may be asked to serve as proctors.

(b) Facilitator-to-Student Ratio

In determining facilitator-to-student ratio, a provider needs to take into consideration the venue and the number of students expected to participate in the course. The larger the venue (i.e. a grand ball room where there are several doors) and the higher the number of students a situation will be created in which the ratio offacilitator-to-studentneeds to be higher. While a small venue and small cohort of students will create an environment where fewer facilitators can provide greater support. As a rule of thumb, providers should strive to keep the facilitator-to-student ratio at no greater than 1:50.

(c) Facilitator as Support Agent:

Facilitators can also assist the course instructor by providing feedback to the instructor regarding the course audience’s mood by viewing the questions/comments submitted by online participants. The facilitator can also monitor questions being submitted via the webinar. Using this type of information and by observing course participants, the facilitator can provide the instructor with cues about the speed of the course and the need to address any issues.

Note: A mortgage loan originator who is receiving credit hours cannot be a facilitator.

3.2.3 Instructor and Facilitator’s Role section

3.2.3.1 Verifying Seat Time

Instructor or Facilitator are required to track the attendance of each student either through all the following:

• Time tracker within the webinar platform
• Use of cameras
• Random check-ins (launch of quiz/poll)

3.2.3.2 Measurement of seat time

Course providers are responsible for overseeing students’ engagement and verifying the student is always present:

• Measurement of seat time is required to be confirmed through visual observation of the student throughout the duration of the course.
• If an instructor is unable to verify the attendance of a student, efforts should be made to contact the student by an instructor or facilitator. If contact cannot be made, the course provider is required to take appropriate actions leading up to removing the student from the course if and requiring the student to start over from the beginning in another class.

3.2.3.3 Engagement

• Interactive teaching is the key to success. Instructors must employ many different teaching techniques and strategies to ensure student engagement throughout the course.
• Instruction should focus on utilizing, auditory, and kinesthetic learners’ modalities. Class activities must be in favor of getting students involved and engaged with the lessons or materials and are required to employ activities throughout the course such as:
  • Q&A sessions via audio and typed chat
  • Utilizing LMS systems with case study assignments
  • Discussions on canned video items
  • Breakout groups for fast group assignments

Note: One-way communication or individual learning is not an acceptable practice.

3.2.3.4 Roll Call

Roll call may not be feasible in large groups to complete verbally; but can be done through visual observation and use of cameras to measure seat time, via a polls, quizzes, and chat functions within the webinar platform.