Next week I begin the OLC Teaching Certificate, and as a prerequisite I had to take a brief (1 week) workshop. There has been some discussion about the changing role of traditional face-to-face instructors when they begin teaching online, so I thought it might be relevant to provide my thoughts on these changing roles.
Instructor
The instructor of a class is often viewed as the Subject Matter Expert (SME), and while there are various delivery mechanisms this instructor may choose to use, instructors are often viewed as feeding students with information. Some call this a ‘banking’ model, wherein the instructor is depositing information into the bank of student minds. This is a traditional method of instruction for a reason: it’s been used for many moons, and it works. However, it’s not the only way teaching and learning can work.
Facilitator
Facilitators are often viewed as ‘a guide on the side’ in that they provide the subject matter/content to the students, but the students build upon the information collaboratively with one another. The facilitator facilitates discussions surrounding the content and keeps the students focused on the learning outcomes, but they operate in a more holistic approach.
How does this relate to online learning?
Well – in online learning, the instructor really needs to make a shift and adapt their teaching preferences according to the environment in which information is being delivered. For example, if you choose to continue with the traditional ‘banking’ style of approach in an online delivery format, your course will likely end up looking like a repository of information…which is not very engaging instructional design. In this example, you can see very clearly why the banking method doesn’t work that well for online as it does for face-to-face instruction; while, the facilitator role can work well in both contexts of delivery.
With that being said, the facilitator may need to adapt their role based on the environment in that they may need to provide more examples and explanations in the online format to mitigate the lack of face-to-face engagement.
Change is innately unwanted and there is always resistance to change, but in the interest of your audience, it’s a necessary evil!
Still confused? Here are some resources!
- The Excellent Online Instructor: Strategies for Professional Development by Rena M. Palloff
- Army Instructors to Army Facilitators – Practical Considerations by Anna Cianciolo and William R. Bickley
- Transforming Online Teaching Practice: Critical Analysis of the Literature on the Roles and Competencies of Online Teachers by E. Baran, A-P. Correia, and A. Thompson
- Inquiry Learning: Instructor Perspectives by S. Vajoczki, S. Watt, and M. Vine
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