Teaching online may seem appealing because of the perception of convenience and the availability of jobs when compared to traditional colleges and universities. It may also seem easy to teach a class online when a course shell has already been developed and a syllabus provided for you. However, this is a unique learning environment that can either be flat and one-dimensional with minimal interactivity or it can be two-dimensional and highly interactive. The challenges associated with creating an atmosphere that is conducive to learning includes how you teach, what you teach, how you develop an active presence, and the skills needed to work in this technologically enhanced classroom environment.
Adapting to Technology
The online classroom is open at almost any time of the day or night and students are rarely present all at once, unless there is a mandatory online session. Students have to learn to adapt their technological skills so that they learn where to find information and resources. Whether they are limited or highly advanced in their computer literacy skills students still must learn how to communicate and interact effectively when they are in class. If a student finds they are unable to function in this setting or they become discouraged, their teacher may not know about it until the student is disengaged from the class or has withdrawn.
The method used to teach a traditional college class in a physical setting does not automatically translate well into the online environment. The adult learning basics still applies, as to how students acquire and process information; however, when it is translated into a virtual environment how you teach must change. Instructors who are teaching online may also experience similar technological challenges depending upon how comfortable they feel when they are engaging with students through virtual interactions.
Teaching or Facilitating
The teaching strategy utilized by online instructors is called online facilitation by some universities as it is believed that you are facilitating a process rather than teaching students. Regardless of the title given, the question is what do you want your role to be? The answer depends upon your preferred teaching method. If you approach your instructional duties as a facilitator that will get the job done as you are meeting the contractual requirements. If you view your role as a teacher that creates a different type of mindset and it is more aligned with being an educator. A teacher is one who engages with their students, is concerned with their ongoing academic development, and provides meaningful feedback. This is not to imply that a facilitator will not take this approach; however, teaching emphasizes interactivity.
Subject Matter Expert or Researcher
Online instructors are typically hired because of their background and experience, which is then matched to specific course subjects. If you are a subject matter expert for the class you are teaching that can add value to the learning process because you can add context to the course concepts. You also may have access to current and relevant scenarios, along with issues or problems that students can address. It is also likely that as an instructor you may not always be a subject matter expert for all of the course topics and this is especially true if you are new to the subject being taught. Should that be the case you must also become a researcher and obtain current resources that can be used during class discussions. You will also find that a solid base of research is needed so that you can provide adequate and meaningful feedback for written assignments.
Establishing a Virtual Presence
A teacher who is present and engaged in the class on a regular basis will connect with students and develop strong working relationships instead of just logging into the classroom when required. It is all about the mindset held with regards to connecting with, working with, and getting to know students and their needs, strengths, and areas of development. A virtual presence creates social connections where students perceive that they know who their instructor is and that they can rely upon them to be available on a regular basis. When students develop that perception they also become more responsive to feedback, engaged in discussions, and mimic their instructor's level of involvement in the class.
Other Required Skills
One of the most important skills you will need as an online instructor is the ability to manage your time. Whether you teach part-time or full-time there are many requirements that you need to be prepared for each week and it may include time spent looking for resources, participating in class discussions, and providing feedback. There will be contractual requirements for the frequency of posting in the discussion threads, along with due dates that are in place for the feedback. If you are an adjunct teaching more than one class and have other career related responsibilities it is important to review how much time you have available to meet these requirements. As to how much time is required on a weekly basis, it depends upon the approach that you are going to take with your classes. If you want to simply meet the minimum requirements then a lot less time will be needed than an instructor who wants to be highly engaged in the class.
In conjunction with time management is the ability to manage the potential for stress. If you are hurrying to meet deadlines on a regular basis and feeling frustrated that stress is going to show up in your class facilitation. Students are very aware of the tone of your messages based upon what they perceive in your discussion posts and email replies. If your time is not productive and the outcome is stress you will likely be reacting to class conditions in a negative manner. It is better to be organized and proactive in your approach to teaching classes so that you can effectively and efficiently manage your workload.
Create a Conducive Learning Environment
With a traditional college class you meet with students on a scheduled time and you can visually assess your students and the class conditions. With an online classroom you have to rely upon visual cues instead of verbal cues and you have to be able to find a way to make this setting interesting and engaging. Even though adult students are self-directed by nature that does not mean they are fully equipped to learn, have all of the skills necessary, or can pinpoint their developmental needs. Through technologically enhanced communication you have to find a way to connect with those students and demonstrate credibility and reliability so you can gain their trust.
An effective teaching strategy for creating conditions that are conducive to learning is to model active engagement, be visibly present and responsive to students, and find interactive resources that help to address different learning styles and promote meaningful discussions. The process of learning hasn't changed because of technology but the setting has and it challenges educators to adapt to this environment. Once you have acclimated to this format of teaching will likely find that if you are prepared these challenges are not insurmountable and it can be a very rewarding experience.
Dr. Bruce A. Johnson has a lifelong love of learning and throughout his entire career he has been involved in many forms of adult education through his work as a professor, trainer, career coach, and mentor.
Dr. J completed a Master in Business Administration (MBA) and a Ph.D. in Education, with a specialization in Postsecondary and Adult Education. Presently Dr. J works as an online college professor, faculty developmental workshop facilitator, faculty mentor, faculty peer reviewer, and professional writer.
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