Instructors often assume that teaching online is equivalent to teaching in-person; however, research has demonstrated that online teaching requires a distinct set of skills (Baran et al., 2011). The failure to effectively teach online frequently stems from instructors employing the same teaching practices as in-person instruction (Kreber and Kanuka, 2006), even though online teaching represents an entirely different domain (Weisenberg and Stacey, 2008). Consequently, it is imperative to deepen our understanding of how to facilitate online learning activities effectively. In essence, instructors must possess competencies specific to online teaching (Gunawardena, 1995; Lee & Choi, 2011).
Key Takeaways:
- Online instructors should comprehend the nature and philosophy of online teaching.
- Online instructors should possess technological knowledge.
- Online instructors should have an understanding of the socio-cultural background of their learners.
What factors should instructors consider before teaching online?
- Rethink your teaching philosophy
First and foremost, instructors venturing into online teaching should familiarize themselves with the nature and philosophy of distance education and reevaluate their teaching approaches (Wiesenberg and Stacey, 2008). A crucial distinction between online teaching and in-person instruction is the heavy reliance of online teaching on technology, which serves as the primary medium of instruction and communication. Online instructors should know how to utilize digital tools, learning management systems, multimedia resources, and collaborative platforms to deliver content, foster interaction, and engage learners within a virtual environment. In this sense, possessing technological knowledge has become imperative for effective online teaching (Berge, 1995).
- Brush up on course design skills
Second, having skills related to online course design is another factor to consider. Instructors should possess the ability to design courses (Aydin, 2005), develop content suitable for online formats (Goodyear et al., 2001), and address copyright issues (Schlosser and Anderson, 1994). In essence, online instructors must possess the capacity to design, develop, evaluate, and revise their courses (Willis, 1992). Their roles and competencies encompass pedagogy, facilitation, instructional design, social interaction, management, and technical proficiency (Baran et al., 2011).
- Get to know your students
Last, it is important to note that technological knowledge alone is insufficient for successful online learning (Sherry, 1995). Instructors must also familiarize themselves with their learners, including their socio-cultural backgrounds and readiness to learn (Horton, 1994). Online instructors should not only understand how to design and deliver online courses but also possess insights into the characteristics of their learners and how they interact with and navigate the instructional design. Unlike in traditional face-to-face learning, where instructors often assume a dominant role in the learning process, online instructors should adopt a facilitator’s approach to foster learning (Perraton, 1988).
What are the essential roles and competencies that online instructors need to possess?
There are at least eight key roles that online instructors should fulfill, each requiring specific competencies (Martin et al., 2020), as follows:
- Subject Matter Expertise
Online instructors should be well-versed in the subject matter, adept at delivering culturally neutral content that fosters active learning for diverse learners, and utilize a wide range of relevant and accessible sources to enhance the learning experience for our students.
- Course Designer
The role of a Course Designer entails developing the curriculum or syllabus and structuring the overall layout of the course. It is important for course design to be inclusive and accessible, ensuring that all learners can fully participate and engage.
- Course Facilitator
In online teaching, instructors should primarily function as facilitators who foster interaction and engagement within the learning community, empowering learners to take ownership of their learning journey while providing guidance, support, and opportunities for meaningful interaction.
- Course Manager
Online instructors often assume the additional role of Course Manager, taking on the responsibility of administering and overseeing the course, ensuring that the course runs smoothly, monitoring progress, and handling any administrative aspects necessary for the effective delivery of the online course.
- Advisor and Mentor
Online instructors are responsible for nurturing a supportive and conducive learning environment, understanding the unique challenges and needs of individual learners and offering personalized assistance when necessary.
- Assessor and Evaluator
The roles of the Assessor and Evaluator encompass the ability of online instructors to assess both student learning and their own teaching effectiveness. This may include formative assessments to provide ongoing feedback, summative assessments to measure overall performance, and authentic assessments that align with real-world contexts.
- Technology Expert
Online instructors should possess the capability to effectively utilize various technological tools and platforms to enhance the learning process. This includes being adept at using learning management systems, multimedia resources, virtual collaboration tools, and other digital applications relevant to the online learning environment.
- Lifelong Learners
Being lifelong learners, online instructors consistently engage in learning, experimentation, and self-reflection within their own courses, keeping pace with the evolving nature of technology. They adopt a growth mindset and a commitment to continuous professional development.
These are several roles and competencies we should possess to embark on teaching online. Successful online teaching requires a unique set of skills that are unique to online teaching. These skills go beyond technical abilities but include pedagogical understanding in online environments. Are there any additional skills and competencies worth considering?
References
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Goodyear, P., Salmon, G., Spector, J. M., Steeples, C., & Tickner, S. (2001). Competences for online teaching: A special report. Educational Technology Research and Development, 65-72.
Gunawardena, C. (1995). Social presence theory and implications of interaction and collaborative learning in computer conferencing. International Journal of Educational Telecommunications, 1(2–3), 147–166. https://doi.org/10.1111/j.1541-0420.2011.01694.x
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Martin, F., Kumar, S., & She, L. (2021). Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching. Online Learning, 25(4), 267-295.
Perraton, H. (1988). A theory for distance education. In D. Sewart, D. Keegan, & B. Holmberg (Ed.), Distance education: International perspectives (pp. 34-45). New York: Routledge.
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Wiesenberg, F. P., & Stacey, E. (2008). Teaching philosophy: Moving from face-to-face to online classrooms. Canadian journal of university continuing education, 34(1).
Willis, B. (1992). Instructional development for distance education. ERIC Clearinghouse.