‍

Snapshot: What a Distance Learning Coordinator Actually Does

Distance Learning Coordinators (DLCs) design, launch, and continuously improve online teaching and training experiences. They sit at the crossroads of instructional design, educational technology, faculty development, student support, and program operations. In a single week you might coach an instructor on building an engaging discussion, negotiate captioning timelines with a vendor, set up an LMS analytics dashboard, and troubleshoot a live-streamed lab that’s misbehaving.

It’s not “help desk” work and it’s not purely academic theory. DLCs turn learning objectives into digital learning systems that scale, courses that meet accessibility standards, run smoothly on the LMS, collect usable data, and keep learners coming back.

Core Responsibilities (What You’ll Actually Do)

Program & Course Design

• Partner with faculty/SMEs to translate learning outcomes into online course maps, module sequences, and assessment plans.
• Apply backward design and Universal Design for Learning (UDL) to ensure equity, clarity, and multiple ways to engage/express understanding.
• Standardize templates for syllabi, rubrics, discussion prompts, and multimedia pages so students experience consistency across courses.

Technology & Platform Ownership

• Configure and administer the Learning Management System (LMS) (Canvas, Blackboard, Brightspace, Moodle, Schoology, etc.).
• Integrate external tools (LTI/SCORM), video platforms, proctoring, labs/simulations, annotation tools, ePortfolios, plagiarism detection, VR/AR, and publisher content.
• Coordinate video capture and streaming; manage captioning/transcripts and media asset libraries; ensure storage and privacy compliance.

Faculty Development & Support

• Run workshops, office hours, and 1:1 coaching on online pedagogy, grading workflows, and tech use.
• Create job aids and microlearning for faculty (e.g., “How to build a module in 10 minutes,” “Designing authentic assessments”).
• Observe classes (as invited), provide feedback on engagement and accessibility, and celebrate wins to build momentum.

Student Experience & Support

• Coordinate onboarding/orientation modules, quick-start guides, and self-service FAQs.
• Partner with advising, disability services, library, and tutoring to embed support in the LMS.
• Monitor early-alert signals (non-submissions, inactivity) and trigger outreach via advisors or instructors.

Quality, Compliance & Accessibility

• Lead course quality reviews (e.g., Quality Matters-style rubrics); track remediation.
• Ensure ADA/Section 508 compliance: captions, alt text, color contrast, keyboard navigation, document accessibility, and accessible math/chemistry notations.
• Manage FERPA, data retention, copyright/fair use, and licensing for digital materials.

Analytics & Continuous Improvement

• Build dashboards for engagement, progression, and completion; present insights to deans and program leads.
• Run small experiments (A/B tests) on module sequencing, micro-lectures, or nudges; document what works.
• Maintain a roadmap of platform upgrades and pilots; deprecate unused tools to reduce cost and confusion.

Operations & Vendor Management

• Coordinate schedules, course shells, and migration timelines; enforce cutoffs for content freezes before term start.
• Work with IT/security on SSO, data feeds (SIS ↔ LMS), and incident response.
• Manage contracts and renewals with edtech vendors; track SLAs and usage to justify ROI.

“Would I Like This Work?”

You’ll likely love the DLC path if you:

• Enjoy coaching adults, translating theory into practical steps, and seeing faculty grow.
• Like systems thinking, how course design, tech choices, and student support interact.
• Get satisfaction from clear documentation and clean, accessible design.
• Are calm when something breaks 10 minutes before a live class and can triage without drama.

You may struggle if you:

• Prefer solitary content creation over collaborative iteration.
• Dislike process, checklists, and accessibility standards.
• Want purely strategic work with no hands-on configuration or faculty support.

Skill Stack That Wins

Learning Design & Pedagogy

• Backward design, Bloom’s taxonomy, UDL, alignment of outcomes–activities–assessments, authentic assessment, microlearning, social learning, and community of inquiry (teaching/social/cognitive presence).
• Online facilitation techniques: instructor presence, feedback cadence, pacing, and inclusive discussion prompts.

Technology & Data

• LMS administration (roles, permissions, gradebook, blueprints/commons, outcomes/rubrics, analytics).
• LTI/SCORM packaging and troubleshooting; basic HTML/CSS for content cleanup; file optimization (PDF accessibility, media compression).
• Data literacy: creating dashboards (Power BI/Tableau/LMS analytics), interpreting clickstreams, early-alert signals, and A/B testing basics.

Accessibility & Compliance

• WCAG 2.x checkpoints, captioning/subtitling workflows, alt text, reading order, color contrast, heading structures.
• FERPA, copyright/fair use, open educational resources (OER) licensing.

Project & Change Management

• Agile-ish sprinting for course builds; scoping, milestones, content freeze dates; RACI charts; stakeholder comms.
• Faculty development planning, “train the trainer,” and building champions.

Soft Skills

• Empathy, adult learning facilitation, plain-language writing, visual clarity, positive persistence, and the ability to say “no, but here’s a workable alternative.”

Tools & Platforms (Typical Stack)

• LMS: Canvas, Blackboard, Brightspace, Moodle, Schoology, Google Classroom (K-12).
• Content & Authoring: H5P, Articulate 360 (Storyline/Rise), Captivate, Adobe CC, Genially, Camtasia, Loom/Panopto/Kaltura/Ensemble.
• Engagement: Zoom/Teams/Webex; Perusall, Hypothesis, Padlet, Kahoot/Quizizz, Poll Everywhere, Yellowdig, Ed Discussion.
• Assessment & Proctoring: Respondus, Proctorio/ProctorU, Gradescope; LockDown Browser; Labster/Visible Body for simulations.
• Accessibility: Otter/Verbit/3Play captions; Ally; WAVE/axe; SensusAccess; MathType/EquatIO.
• Data & Ops: SIS integrations (Banner, PeopleSoft, Colleague, PowerSchool), Clever/ClassLink (K-12), middleware (iPaaS/LIS), Power BI/Tableau, Asana/Trello/Smartsheet.

You don’t need to be a power user of every tool, but you must evaluate, pilot, and standardize wisely.

Typical Entry Requirements

• Education: Bachelor’s in Instructional Design/Technology, Education, Educational Leadership, Information Systems, or related. Master’s in Instructional Design, Learning Sciences, or EdTech is valued for leadership roles.
• Experience: 1–3 years in instructional design, teaching, academic technology, or corporate L&D. Faculty or K-12 teaching experience is a plus (credibility with instructors).
• Certifications (nice-to-have): QM (Quality Matters) certification, ATD CPTD/APTD (L&D), Certified Professional in Accessibility Core Competencies (CPACC), Google/Microsoft educator certs, PMP® or Agile/Scrum for project-heavy roles.
• Portfolio: Before/after course examples, templates, a short video walkthrough of your LMS designs, and measurable outcomes (retention ↑, D/F/W ↓).

Salary & Earnings Potential (U.S. orientation; varies by sector/region)

• Instructional Technologist / eLearning Specialist: $55k–$75k
• Distance Learning Coordinator / Academic Tech Coordinator: $65k–$90k
• Senior DLC / Learning Experience Designer (with admin duties): $80k–$105k
• Manager / Assistant Director of Online Learning: $95k–$120k
• Director of Online Learning / eLearning: $110k–$150k+ (higher at large universities/systems or corporate L&D)
• Corporate L&D Program Manager / Learning Architect: $100k–$160k+ (sector premium)

Pay levers: institution type (corporate/healthcare > universities > K-12), team size/scope (multi-campus, enterprise LMS), technical depth (data, integrations), and proof of moving the needle on retention, completion, and faculty adoption.

Growth Stages & Promotional Paths

• Instructional Technologist / Designer (0–2 years)
  • Build modules, caption media, set up gradebooks, run faculty clinics.
  • Win: Launch standardized course shells used by multiple departments.
• Distance Learning Coordinator (2–5 years)
  • Own an LMS sub-account or program; lead quality reviews; coordinate vendor pilots; manage faculty training calendar.
  • Win: Raise online course quality scores and reduce student support tickets.
• Senior DLC / Program Manager (4–7 years)
  • Lead multi-course initiatives, early-alert systems, analytics dashboards; supervise junior staff or student workers.
  • Win: Increase term-to-term online retention by measurable points.
• Assistant Director / Manager of Online Learning (6–10 years)
  • Oversee platform roadmap, budgets, vendor contracts; align with deans and IT; set standards and policies.
  • Win: Successful LMS migration or major upgrade with minimal downtime.
• Director / AVP for Digital Learning (10–15+ years)
  • Strategy, budget, cross-campus governance, accreditation alignment, online program portfolio growth.
  • Win: New online programs launched profitably; external recognition/accreditation commendations.

Lateral routes: Corporate L&D (learning architect, program manager), product roles at edtech vendors, accessibility leadership, student success/analytics roles, or academic affairs/assessment.

Day-in-the-Life (Realistic Rhythm)

Morning

• Check LMS dashboard for outages, performance alerts, and engagement dips.
• Answer 1–2 time-sensitive faculty questions; schedule a quick Zoom to model a fix.
• Review upcoming term’s course shells; verify content freeze compliance and captioning completion.

Midday

• Run a micro-workshop: “Designing inclusive discussions” (30 minutes).
• Meet with IT on a new SIS ↔ LMS integration or SSO nuance; test in staging.
• Review analytics: Which modules show high drop-off? Draft recommendations for two courses.

Afternoon

• Conduct a Quality Matters–style review; log action items and timelines.
• Update the faculty resource site with fresh job aids and a short Loom walkthrough.
• Vendor call: negotiate renewal, share usage metrics, remove underused features to simplify.

Always: Expect a curveball, captioning delay, publisher tool outage, or a last-minute request to add a proctored exam. Your job is to triage, document, and prevent repeats.

KPIs That Define Success

• Course Quality: % of courses passing internal/QM review; accessibility compliance rate; rubric scores by dimension.
• Student Success: Term-to-term retention, D/F/W rates in online sections vs. baseline, early-alert resolution time, time-to-first-activity after course start.
• Faculty Adoption & Satisfaction: Workshop attendance, post-session ratings, number of faculty using templates, turnaround time on support requests.
• Operational Health: LMS uptime, average time to resolve tickets, captioning SLA adherence, tool usage vs. licenses.
• Financial/Strategic: Online enrollment and completion growth, cost per enrolled learner, vendor ROI (utilization vs. spend).

Employment Outlook

• Persistent demand: Online, hybrid, and HyFlex learning are now structural, not a temporary pivot.
• Accessibility & compliance: Growing pressure to meet WCAG/ADA, privacy, and accreditation expectations boosts DLC relevance.
• Data-driven improvement: Institutions and employers want proof of learning and ROI; DLCs who wield analytics and run improvement cycles are in demand.
• Edtech flux: Tools evolve quickly; professionals who can evaluate, integrate, and simplify will remain valuable.
  Bottom line: Outlook is strong across higher ed, K-12 virtual programs, and corporate/healthcare L&D.

How to Break In (and Move Up)

Early On-Ramps

• Start as an instructional technologist, eLearning developer, or faculty support specialist.
• Build a portfolio: one full course map, an accessible multimedia lesson, a rubric, and a data snapshot showing improvement.
• Volunteer to caption, remediate PDFs, or run orientation modules, these are high-need, high-visibility tasks.

Mid-Career Accelerators

• Lead a template standardization project; reduce cognitive load for students and faculty.
• Stand up an early-alert workflow; partner with advising to boost retention.
• Get QM certified or complete UDL/accessibility credentials; mentor peers.

Senior Levers

• Execute an LMS migration or major upgrade with clear comms, training, and cutover plan.
• Build a learning analytics program with governance and dashboards for deans and program chairs.
• Create faculty fellowship/champions to scale best practices and sustain culture change.

Example Resume Bullets (Quant & Concrete)

• “Launched standardized LMS course shell used by 220+ sections; student D/F/W rates ↓ 8.4% term-over-term.”
• “Implemented captioning workflow; 100% compliance for new media; help-desk tickets on media access ↓ 52%.”
• “Built Power BI dashboards for early alerts; advisor outreach cut ‘no-activity’ cases ↓ 37% in first two weeks.”
• “Led LTI rationalization; eliminated 9 underused tools; licensing costs ↓ $180K/year; faculty satisfaction +15 pts.”
• “Designed and ran 12 micro-workshops; faculty adoption of rubrics ↑ 63%; grading turnaround time ↓ 24%.”

Interview Prep – Questions You’ll Get (and Should Ask)

Expect to answer

• “Walk us through improving an online course with measurable results.”
• “How do you ensure accessibility at scale? Give concrete processes/tools.”
• “Describe a time a key tool failed mid-term, triage and long-term fix?”
• “How do you persuade reluctant faculty to try a new approach?”
• “What analytics do you track weekly and why?”

Ask them

• “Which LMS/tools are in place? What are the biggest pain points?”
• “How do you measure online course quality and student success today?”
• “What support exists for captioning/accessibility and who owns it?”
• “What’s the governance for adding/removing tools and setting standards?”
• “What does success in my first 90 days look like?”

30/60/90-Day Onboarding Plan (Bring This to Your Interview)

• Days 1–30: Inventory LMS settings, LTI list, captioning workflows, and course templates. Meet deans/chairs and disability services. Baseline KPIs (D/F/W, retention, ticket volume).
• Days 31–60: Pilot a course template refresh with two departments; stand up an accessibility remediation sprint; launch weekly faculty micro-tips.
• Days 61–90: Publish dashboards (engagement and early-alerts); retire 2–3 low-value tools; deliver a six-month roadmap (quality reviews, training plan, vendor renewals).

Common Pitfalls (and How to Avoid Them)

• Tool sprawl: Too many LTIs confuse and cost. Curate a short, supported list; deprecate the rest.
• Design inconsistency: Enforce templates and checklists; students shouldn’t relearn navigation every course.
• Accessibility as an afterthought: Build it into templates and reviews; budget for captions up front.
• Heroics over systems: Document, templatize, automate; don’t rely on one expert.
• Ignoring data: Use dashboards to focus coaching and iterate; celebrate what works.

Is This Career Path Right for You? (My MAPP Fit)

Distance learning coordination rewards educator–engineers—people who like teaching and building systems. If your natural motivations include helping others learn, organizing complexity into clear flows, and making digital experiences inclusive and reliable, you’ll likely thrive.

Is this career path right for you? Find out Free.
Take the top career assessment, the MAPP Career Assessment, to see how your motivations align with this role: www.assessment.com

‍