Ko & Rossen (2910) explain: “ When teaching in the face-to-face class, instructors are accustomed to responding to body language, questions from students and other cues that students are in need of further clarification, explanations, or assistance about what they should be doing in the course. For an online class, a good deal of this needs to be anticipated, so that students are clear about what they need to do and when and where, and the instructor can provide additional emphasis, reminders, and referrals to other resources as needed. Therefore, if you are working with an instructional designer, or within an even larger team framework, it’s best to approach the experience as a way to become more aware of the opportunity to try out new approaches to teaching arising from the multiple perspectives afforded to you by the team."

The environment in which a student is most likely to thrive depends on that individual’s study preferences and habits. Many students prefer face-to-face learning environments because they are already familiar with that style of learning. Students know how to behave in a classroom, whereas people taking online classes for the first time may not know how to make the most of the learning opportunities that the platform offers. To ease the transition, instructors must ensure that students know how to access all learning resources and encourage them to join in discussions with their peers on online discussion boards. This information can come in the form of a pre-course video that gives essential orientation information, and includes a quiz at the end to ensure students have understood. One of the main differences between online and face-to-face instruction is that face-to-face lectures involve students and instructors interacting in real time. In contrast, online students work through lectures and other teaching material at their own pace.

Reference:

https://ep.jhu.edu/faculty/learning-roadmap-for-new-online-instructors/comparing-face-to-face-and-online-teaching

Teaching in the 21st century is very different from teaching in previous centuries. The role of the teacher in the twenty-first century has been redefined. Teachers in the 21st century serve as facilitators of learning rather than instructors. Teachers' roles have grown in importance in the 21st century. A teacher in the 21st century must engage in ongoing professional development. As a teacher in the twenty-first century, you must constantly update your knowledge by attending virtual and in-person conferences. Ignorance will no longer be an excuse in this day and age. Developing a habit of reading books would be a useful skill for a teacher in the twenty-first century. Unfortunately, most teachers do not seek knowledge outside of their field. Investing in professional development would be advantageous for a teacher teaching in the twenty-first century. Soft skills are abilities that allow one to fit in at work. Certain soft skills are required by organizations and the global community.

A leader is a 21st-century teacher. This implies that in the 21st century, instructors must first master the art of personal leadership before attempting to lead others. He or she should first have a firm grasp on himself or herself, and the teacher should be aware of his or her disposition. Being able to influence others requires mastery of one's own self. Influence is crucial to leadership. A teacher who has acquired personal leadership skills will be more effective in leading others. Collaboration is a powerful tool for a 21st-century teacher. He or she is willing to work with all educational stakeholders to help the student. Students master material while producing, synthesizing, and analyzing information from a wide variety of subjects and sources with an understanding of and respect for other cultures in twenty-first-century learning. The three Rs, as well as the three Cs: creativity, communication, and collaboration, are demonstrated by students.

References:

https://www.edweek.org/teaching-learning/how-do-you-define-21st-century-learning/2010/10