Preparing Instructors for Quality Online Instruction
Yang and Cornelious begin their article with an overview of a problem, or more specifically, several problems related to today’s educational environment. Both authors argue that in a world where an ever-increasing number of courses and entire degrees are offered online, a big question of online teaching quality arises.
The authors do note that overcoming the change in roles of the instructor can be a challenge, however as we know, and the authors state, the benefits of online learning environments are the flexibility, building of distance communication skills, globalization awareness, and critical thinking expansion.
An instructor of an online learning course can be expected to offer a student-centered educational approach, unlike in a ‘brick and mortar’ classroom where the learning is often teacher-centered. In an online environment the instructor is likely to be seen as a facilitator instead of a traditional lecturer. As facilitator, Yang and Cornelious state, the instructor often will “select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion.” Along with that, instructors should establish problem based learning requiring collaborated efforts by students.
The professor is also seen as being a member of a ‘community of learners’ along with students, serving as a guide during the learning process for active learners (students). According to the article, the instructor should act more as a moderator than leading speaker because ultimately, the professor has less control of the class environment. The authors do note that having a positive attitude toward online delivery often influence the learner’s experience in a positive manner.
The article continues to discuss the role of the learner (active participant in asynchronous learning environment) and the technological aspects of online education. As an online instructor, the article states it is important to motivate students to adapt to their ‘foreign’ learning environment, and instruct students to be communicative with both students and faculty throughout the learning process.
Interestingly, the article also suggests instructors perform both roles of the instructor, and the instructional designer.
The article also briefly discusses assessment theories for instructors to use to enhance the student’s success and enjoyment in the class.
Review
In review of this article, the authors backed their statements with many references and citations. The authors chose to use research results (cited of course) as well to back up their claims. This adds a sense of ‘trust’ to the article, even though some of the statements go against most of the other research conducted thus far.
The article covered many topics in a relatively short length, creating a sense of incompleteness with non-specific suggestions or concepts. The article did specifically state several key concepts, however expansion would be welcomed on some of the topics covered.
Even though the article was composed in 2005, we can take some good information from the article and use it today. Its funny that ‘2005’ was only three years ago, yet this article stands out from the other (edit, more modern) articles from this week’s research with seemingly out-of-date concepts. As stated however, several good concepts can be taken from it, for instance: The instruction should be student centered, the instructor needs to keep course design and content delivery in mind, ask thought-provoking questions, promote communication and support critical thinking discussions. The instructor also needs to step down from the podium so to say, and take a seat right with the classmates, acting as a facilitator and active guide in the learning process.
Yang, Y, & Cornelious, L (2005). Preparing Instructors for Quality Online Instruction. Online Journal of Distance Learning Administration, 8, Retrieved October 6, 2008, from http://www.westga.edu/~distance/ojdla/spring81/yang81.htm.