Published on 2012/01/31

The Role of Faculty on the Online Teaching Environment

The Role of Faculty on the Online Teaching Environment
The days of the sage on the stage are over. Photo by Taz.

It is important for teachers new to online instruction to consider the degree to which traditional classroom instruction is founded on the authority of the instructor whose presentation of material is often performance-based.  The phrases “sage on the stage” and “guide on the side” are often evoked in reference to the shift from a traditional to non-traditional learning system though often without significant explanation or exploration.

The instructor is often positioned in the front of the class, as on a stage, arranged to be viewed and heard by all students simultaneously.  The voice is projected, and at times amplified.  We could easily view the traditional classroom as a technology that favors certain forms of instruction and reproduces the authority of the instructor by creating the conditions in which students focus primarily on the presence of the instructor.  The architecture of the traditional classroom—the manner in which the chalkboard, screen and podium cluster around the teacher—creates conditions in which students’ attention focuses on the figure of the instructor.  Furthermore, the distribution of space reproduces the authority and importance of the instructor.  Students do not speak while the instructor is speaking, and request to be recognized when it is appropriate for them to ask a question or make a comment.

The role of the instructor shifts in the technology-mediated modalities from authoritative, knowledgeable presenter to an expert whose knowledge is transmitted or channeled through various media: text, visual and auditory. The shift in space, time and channel necessarily changes the interaction.

With the lecture as its preferred mode of address, the traditional classroom carries with it a predictable decorum that reliably regulates the conditions of class discussion.  However, in online discussions, students often quote from the course readings on their own, with no prompting from the instructor.  They also tend to address their questions and concerns to the entire class, not always directly to the instructor.  Imagine students in a face-to-face class raising their hands and asking other students for assistance in understanding or grasping a concept or term.  Students also share and circulate materials that they believe enrich or clarify the topic at hand.  Imagine students in a face-to-face classroom passing out an article they found to supplement assigned material, or that they found more accessible or informative than the assigned reading.

Techniques for effective online teaching emphasize learner centeredness.  Online courses are generally more learner-centered and often require more active participation by students. Faculty also find that they are no longer limited to a specific block of time on a certain day of the week, which provides for more flexibility in the design of assignments, discussion and projects.  Without the structure of weekly classes, students are generally expected to take a more active role in their own learning.  When learners interact with one another, with an instructor and with ideas, new information is acquired, interpreted and made meaningful.

Such interactions form the foundation of a community of learners. If students feel they are part of a community of learners, they are more apt to be motivated to seek solutions to their problems and to succeed. The challenge for distance educators is to develop strategies and techniques for establishing and maintaining “learning communities” among learners separated by space and/or time.


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Readers Comments

JWaite 2012/01/31 at 9:40 am

Kelly, thank you for the insightful commentary on such an important subject. I can’t wait to see the discussion this stimulates.
Thanks again,

Yancy Oshita 2012/01/31 at 10:31 am

I agree with Kelly in terms of the dynamics of online learning. I think pedagogy, instructional design and technology must all work together, which makes it more challenging than the “old classroom.” But the key, IMHO, is making students feel they matter to cite George Kuh’s work on student engagement. So much to learn and innovate in online…

    Kaleb 2012/03/02 at 2:29 pm

    Your blog is very helpful and itsighnful to teachers who are trying to keep up with 21st century learners. You are absolutely right that educators should collaborate with students rather than be “the gatekeeper to the answer key”. The relationship between students and teachers should not be mutually exclusive but mutually inclusive. If student’s feel that they have control of their education they will be motivated to get the most out of it. They will no longer feel confined to a room for eight hours. I agree with Larry’s comment that the transition won’t be easy. Many teachers find it hard to meet the individual needs of students especially those who are experimenting with new technologies every day. However, as you pointed out, the transition is very much needed. There is not an easy way out. Teachers of all grade levels need to take the leap of faith and supply students with the best resources. Teachers should provide the resources and guidance. In return, the students discover the effectiveness of these resources through independent practice. The issue you raised about the restriction on YouTube is very prevalent in our educational system. YouTube has such a vast amount of knowledge that it would be a shame to deprive students of this free resource. Nevertheless, Larry brings up a good point. In that vast amount of knowledge, there is the opportunity for a lot of nasty stuff .Perhaps, a solution to this issue may be holding supervised computer lab sessions where teachers guide students to specific video clips. Also, teachers could access the clips through their private computers and share them with the class. One issue to keep in mind is that the availability of new technological resources in schools is limited because of budget cuts being made on education. Also, Teachers cannot always count on students having access to computers at home. As long as we keep our focus on the individual growth of students, we will all be able to find a happy medium.I appreciate your input on this issue and I hope to incorporate more student-driven lesson plans into my teaching career.

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