1. Role Change: The Ever
Changing Role of the Online
Instructor
Cynthia Sistek-Chandler,
Associate Professor, National University
Hoppy Chandler, Educator,
iHigh Virtual Academy,
San Diego Unified School District
3. Online education should be built on
a highly interactive model, one that
promotes social presence, helps
establish relationships among all
stakeholders, and encourages the
creation of a learning community.
(Sistek-Chandler & Serdyukov, 2012)
4. Role Change
The focus of this presentation and subsequent
paper is focused on the roles of an online
educator.
Based on definitions by Stephen Downes (2010)
and T. C. Smith (2005), there are a myriad of
roles and responsibilities for the online
educator.
5. Key Points
Brief Demographics in Online Learning (US and
Worldwide)
Four Roles (Downes, 2012)
Theoretical Framework and Categorization of
Online Educator's Roles
Research
Activity: Best Practices in Online Facilitation
6. FTF versus Online versus
Blended
Teaching face-to-face and teaching online are both
teaching, but they are qualitatively different. In
comparison, driving a car and riding a motorcycle are
both forms of transportation, but they have enough
differences to warrant additional training and
preparation when switching from one to the other. The
same is true when faculty move from the traditional
classroom to the online classroom.
Commonalities, unique attributes, differences?
7. FTF versus Online versus
Blended
What are unique attributes,
commonalities, what are the
distinct differences?
9. Teacher Forecast by 2015
http://www.edudemic.com/2013/0
5/how-many-teachers-will-we-
need-by-2015/
10. Online Students
Number of Online students
K12 (2000) 45,000 students
2010, 4 million- formal online learning
Since 2010, Pre-K through 12 online
population growth 43 percent
Higher Education (Half of all Post-secondary
students will take at least one online course
in their college experience by 2014).
11.
12. Online Educators Projections K12
http://www.onlineschools.com/in-
focus/k-12-blended-learning.html
Online and Blended Learning: A Survey of Policy and Practice of K-12 Schools
Around the World, International Association for K-12 Online Learning,
November 2011
13. Online Education Higher Ed
Over 6.7 million students were taking at
least one online course during the fall
2011.
Thirty-two percent of higher education
students now take at least one course
online.
Babson Survey Research Group & the College Board U.S.
14. Agency for Standards iNacol
International Association for
K12 Online Learning
Online instructors
Keeping Pace with K-12 Online and Blended Learning
(2012)
Held to standards through quality assurance measures
Pedagogical strength and hold professional
qualifications
21. Attributes of an
Online Instructor
Smith (2005) identifies and describes 51 competencies
needed by online instructors, among them:
Create a warm and inviting atmosphere that promotes the
development of a sense of community among participants
Develop reciprocity and cooperation among students
Develop relationships
Encourage contacts between students and faculty
Mandate participation. Step in and set limits if participation
wanes or if the conversation is headed in the wrong direction
Model good participation
Teach students about online learning
Most of all have fun and open yourself to learning as much
from your students as they will learn from one another and
from you!
22. How the Roles are Changing?
Reliance on content quality and
updating of resources
Instructional designer, the instructor
in many cases needs to be able to
curate content from a variety of
sources.
Facilitation skills
Planned Synchronous Discussions
Building your flat classroom with
Global Connections
23. Purveyor of Content
Online Facilitator
Online Orchestral Director
The online instructor orchestrates more than assessment of
student work, they masterfully coordinate, curate, construct,
and create the experience between instructor and student,
student to student, student to text, and student to community.
Virtual Choir by Eric Whitacre, Water
Nighthttp://www.youtube.com/watch?v=V3rRaL-Czxw
24. 5 Roles (Sistek-Chandler & Chandler, 2013)
1. Orchestral Director
2. Psycho-Social Director
1. Empathy and cultural understanding
2. Relationship development
3. Understand the basis of social division (Stuart,
2013)
3. Online Instructor Co-Learner (Bull, 2013)
4. Coach (Bull, 2013 and Bray, 2002)
5. Mentor of Applied Learning and Knowledge
Construction
26. Online Community of Inquiry
Relationships
(Research Serdyukov & Sistek-Chandler, 2012)
85% of respondents believe that relationships in the class affect
the outcome of student learning.
67% agree online learning promotes relationships in the class,
while 31% disagree; this reflects previous opinions of the
social/asocial character of this educational format.
88% believe online classes should be personalized in the way that
students develop more personal relationships in the class with the
peers and with the instructor;
86% believe instructors need to establish empathy, emotions, and
personal relationships in an online class. This is an important
recommendation for practicing online educators.
27. Points to Remember about the
Online Instructional Role
Social Emotional Environment
Role of Relationships
Move from Impersonal to more Personal
Interactivity is the Key
Communication needs to be clear and concise
28. Teacher Roles in the Blended
Classroom (e2020)
Monitor
Coach
Mentor
Teach
29. How are you going to encourage
engagement, deep learning, and
interactivity?
1. One technique to try
2. A second
3. A third
31. Online education should be built on
a highly interactive model, one that
promotes social presence, helps
establish relationships among all
stakeholders, and encourages the
creation of a learning community.
(Sistek-Chandler & Serdyukov, 2012)
32. References
Babson Research Group and the College Board (2012). Changing Course: Ten Years of Tracking
Online Education in the United
Stateshttp://sloanconsortium.org/publications/survey/changing_course_2012
Barbour, M.K., Brown, R., Waters, L.H., Hoey, R., Hunt, J., Kennedy, K., Ounsworth, C.,
Powell, A., & Trimm, T., iNACOL,Online and Blended Learning: A Survey of Policy and
Practice of K-12 Schools Around the World, International Association for K-12 Online
Learning, November 2011.
Bull, B. (June 3, 2013). Higher Ed Teaching Strategies Newsletter/Blog. Magna
Publications,http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-
teacher/
Christensen, C.M., Horn, M. B. & Johnson, C. W. Disrupting Class: How Disruptive Innovation Will Change
the Way the World Learns, (New York: McGraw-Hill, 2008), 91.
Downes, S. (2012). http://www.huffingtonpost.com/stephen-downes/the-role-of-the-
educator_b_790937.html
e2020, Role of Online and Blended Instructor.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer
conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. pdf Full Text
Sistek-Chandler, C. M. & Serdyukov, P. (2012). Online Learning, Less Personal, More Social? Published
Abstract, WCCE, 2013.
Smith, T. C., “Fifty-One Competencies for Online Instruction”, Journal of Educators Online, (2)2, (2005)
Notes de l'éditeur
Role Definition of the classroom
Info Grahic about growth of k-12 online schoolsAll pre-service teachers must take an Computer Integration course for teaching credential. http://www.onlineschools.com/in-focus/k-12-blended-learning.html
In 2000, roughly 45,000 K–12 students took an online course.† But by 2010,over 4 million students were participating in some kind of formal online-learning program. The preK–12 online population is now growing by a five-year CAGR of 43 percent—and that rateis accelerating.
Info Grahic about growth of k-12 online schoolshttp://www.onlineschools.com/in-focus/k-12-blended-learning.html
2011 term, an increase of 570,000 students over the previous year.Thirty-two percent of higher education students now take at least one course online.Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face.Only 30.2 percent of chief academic officers believe that their faculty accept the value and legitimacy
Info Grahic about growth of k-12 online schools
Teach as we have always taught, with a familiar structure, syllabus, expectations, course outcomes, clear expectations for assessment etc. But it is how we achieve those outcomes that defines who we are as instructors and how we provide experiences for our students to achieve those outcomes
How do I do?
There are thousands of faces in the skyscraper windows in this music video, each a webcam capture of a singer -- 5,905 of them to be exact.
Learning Coach (Bull) Role of teacher = role model. Assign Applied ProjectsGreat teachers are lifelong learners, and they can model that learning for their students in a variety of ways in the online classroom. Teaching face-to-face and teaching online are both teaching, but they are qualitatively different. In comparison, driving a car and riding a motorcycle are both forms of transportation, but they have enough differences to warrant additional training and preparation when switching from one to the other. The same is true when faculty move from the traditional classroom to the online classroom. There are some things that the two have in common, but there are also plenty of differences. With this in mind, consider the following eight roles of an effective online teacher.
A competent online instructor understands the social nature of the classroom and how it can contribute to the success of the students; he or she applies and promotes interactivity with students and between students. Such an understanding is needed to effectively reduce student feeling of isolation, increase active learning, and develop synergetic relationships in the classroom. (Varvel, 2007)
How are you going to encourage engagement, deep learning, and interactivity.