The role of an instructor in an online setting is distinct from that in a physical one. In online classes, there might not be a fixed schedule, and students may have to watch pre-recorded lectures and refer to additional resources independently. Class participation could be limited in such cases. In contrast, an in-person class allows instructors to interact more and observe students’ reactions, which could influence the teaching style and format.
I agree with Bawane and Spector (2009) that the pedagogical role is the most important one. As they suggest, the pedagogical role involves designing instructional strategies, creating suitable learning materials, implementing them, encouraging student participation, and maintaining motivation. This role requires active listening from students so that instructors can improve their teaching methods based on their feedback. It also demands staying up-to-date with relevant resources to modify teaching styles and meet students’ learning needs. This role is even more challenging in the online environment, as instructors must keep up with the constantly changing online materials and keep students motivated. (Bawane and Spector, 2009)
References
Bawane, J., & Spector, J. M. (2009). Prioritization of online instructor roles: Implications for competency‐based teacher education programs. Distance Education , 30 (3), 383-397.
Hi Alice,
In your post you talk about the distinction between how an online instructors might interact and design their course. Without the direct instruction and interaction that happens when everyone is in the same physical space, what kinds of strategies can an online instructor use to help create those connections? In what ways can technology be leveraged to help instructors assess student learning and progress? Beyond creating structures/providing resource – what are the kinds of activitities learners might do that might help them more deeply engage with materials? I think we could also ask this of a F2F classroom.
Michelle