Although the authors developed this model to enhance e-learning practice in the nursing program, they note that the model can be easily adapted to suit different pedagogical styles and academic settings. Based on their audit, the authors ultimately propose a simple model that facilitators can use to formulate clearer criteria to guide them as they moderate online discussions. In addressing what could have been done differently to enhance the learning process, Clegg and Heap provide concrete examples of appropriate intervention strategies in different situations-ranging from more generalized forms of support or encouragement to specific prompts to elicit further debate, critique, and reflection regarding specific course-related issues. In their audit of online discussion forum postings in a nursing program, Phil Clegg and John Heap illustrate how facilitators often failed to provide appropriate guidance, beneficial support, or productive intervention to students engaged in course-related assignments and activities. The advent of e-learning in higher education has entailed extensive use of online discussion boards to promote collaborative learning among students however, the role of instructors as online facilitators is typically ill-defined due to a lack of sufficient standards or guidelines for good practice. In Kansas, each school district develops its own curriculum and teachers decide on how they will provide instruction to ensure student learning.
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