Discussion_ The Evolving Role of Instructors in Online Education (1)
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Nov 24, 2024
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Discussion: The Evolving Role of Instructors in Online Education
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The job of an instructor has changed significantly in the ever-evolving educational
environment, especially in the context of online training. This essay examines two major ways in
which an instructor's position differs in face-to-face settings versus online training, considers the
consequences for my teaching philosophy, and emphasizes the instructor's function as a force for
good in society.
The method of communication is one key distinction. In conventional classrooms,
teachers interact with pupils face-to-face in real time, encouraging instant feedback and ad hoc
dialogues (Morris, Xu, & Finnegan, 2005). As opposed to in-person teachers, those who teach
online frequently use email and discussion boards for asynchronous communication (American
Yawp, n.d.). This change calls for a reassessment of the instructor's function as a facilitator of
written discourse, encouraging fruitful online discussions.
Self-directed learning is another area of distinction. Student autonomy and self-control
are frequently given more weight in online education (Li & Irby, 2008). In this setting,
instructors must help students appropriately while assisting them in becoming independent
learners. The traditional function of lecturers, who primarily impart knowledge in face-to-face
settings, contrasts with this.
While encouraging critical thinking and student participation has always been a top
priority for me, my philosophy has recently added a strong commitment to promoting digital
literacy and self-directed learning. I am aware that the sage-on-the-stage paradigm must give
way to a guide-on-the-side strategy for online training (Berge, 2007). This revision prepares
students for the requirements of the digital age while keeping up with the changing educational
landscape.
Furthermore, by facilitating greater access to education, online teachers can act as agents
of constructive social change. Online courses enable instruction for a variety of people by
removing geographic obstacles (Li & Irby, 2008). This inclusivity encourages social equality and
empowers students who might not have otherwise had the chance.
In conclusion, a reevaluation of teaching philosophies is necessary because the function
of an online instructor differs greatly from that in traditional classrooms. Online teachers also
contribute significantly to the democratization of education, serving as agents of constructive
social change.
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References
Berge, Z. L. (2007). Motivate and manage: Key activities of online instructors. In J. M.
Spector (Ed.), Finding your online voice: Stories told by experienced online educators
(pp. 73-82). Mahwah, NJ: Lawrence Erlbaum Associates.
Coppola, N., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor:
Pedagogical roles and asynchronous learning networks. E Journal of Management
Information Systems, 18(4), 169-189.
Li, C. S., & Irby, B. (2008). An overview of online education: Attractiveness, benefits,
challenges, concerns and recommendations. College Student Journal, 42(2), 449-458.
Morris, L. V., Xu, H., & Finnegan, C. L. (2005). Roles of faculty in teaching
asynchronous undergraduate courses. Journal of Asynchronous Learning Networks, 9(1),
1-18.