Running head: THE ONLINE TEACHERS ROLE

Analysis of Vignette #2: The Online Teachers Role Johanne Brochu University of British Columbia ETEC 532: Technology in the Arts and Humanities Classroom Submitted to Dr. Alex de Cosson July3rd, 2012

Word Count: 700

ANALYSIS OF VIGNETTE #2

The Online Teachers Role In the present world of education, online courses are becoming more popular, not only amongst life-long learners, but also amongst the students Net generation. Given that the way we are learning is altering, it is important to look at the changing role of teachers. Essentially, once an online course is prepared, it cannot manage itself without the presence of a dedicated teacher. Course Design Weight Foremost, an online course (OC) must be very well-designed and include appropriate curriculum in order to allow learners to "develop appropriate proficiency and mastery within the specific discipline" (Baghadi, 2011, p. 111). From past experiences I have found that once a course is designed and put online, it can be complicated and time consuming for the teacher to modify; so it is really important that it is well-thought out. In this vignettes scenario, and as usual for an OC, every aspect of the course is organized and delivered in advance. Indeed, students are receiving all the course material at home and are provided with a link to the courses website that includes a discussion board. In addition, students have to complete essays and a final examination as part of the course requirements, which can be done and submitted individually online. Thus, the course design is very simple and does not include much technology apart from the discussion board. Consequently, students do not need much technological skills in order to follow this course; nor are they encouraged to develop them. Lack of Technology Integration An online environment provides a unique opportunity for students to use technology. From the Vignettes description, this courses "main disadvantage was the lack of vision of the unique potential to incorporating technology into pedagogy" (Vignette #8, Course material).

ANALYSIS OF VIGNETTE #2 Therefore, to compensate that lack, the teacher should encourage students interactions and may organize the discussion board differently so that it corresponds more to the social constructivism approach (Vygotsky). The discussion board should serve as a community of practice (CofP) to discuss courses topics, share related information to the course and enable them to assist each other. Indeed, as students are going to build knowledge together, a well-organized CofP should engage them with learning. According to Easton (2010), studies have demonstrated that online collaborative learning groups can "yield results similar to face-to-face (F2F) discussion groups" (p. 89). Teachers Role: A Facilitator Most importantly, the online teacher (OT) should act as a facilitator. Students may have all the necessary course material to learn but they also need regular support and advice from the

teacher in order to be successful. Clearly, the OT "must serve as a guide to facilitate learning and must do that in a more pronounced way because of the lack of face-to-face interactions" (Baghadi, 2011, p. 110). Likewise, communication is a key factor in online learning. Indeed, as per Berge & Collins (1995) the online learning "environment requires of teachers increased written presentation skills, some technical competencies, virtual management techniques, and the ability to engage students through virtual communication" (Easton, 2003, p. 90). In addition, some of the usual OTs responsibilities involve the creation of a descriptive course outline as well as a schedule for each unit for students to follow. The instructor must clearly explain all instructions and new information in order to avoid confusing students. Indeed, the OT must ensure adequate progression for each student with the learning material in order to be successful at the completion of the course. The Facilitators Presence

ANALYSIS OF VIGNETTE #2

Furthermore, as "facilitators are also contributors" (Lehman & Conceio, 2010, p. 119), I believe that the OT "must actively participate in all dimensions of the online classroom" (Baghadi, 2011, p. 110). Since they are managing different tasks such as facilitating learners successful progress (Wilson & Stacey, 2004), OTs must be engaged in the course process along with their students. Otherwise, students might not feel comfortable in the virtual classroom and might end up not taking the course seriously. Finally, the principal role of OTs is to use all their known pedagogic methods to empower students "to take responsibility for their own learning" (Palloff & Pratt, 2001, p. 2). In this new millennium, the significance of online education might be referred to as a new 'culture of learning'.

ANALYSIS OF VIGNETTE #2 References Baghadi, Z. D. (2011). Best practices in online education: Online instructors, courses, and administrators. Turkish Online Journal of Distance Education, 12(3), 109-117. Retrieved from https://tojde.anadolu.edu.tr/tojde43/pdf/article_4.pdf Easton, S. (2003). Clarifying the instructors role in online distance learning. Communication Education, 52(2), 87-105.Retrieved from http://www.tandfonline.com/doi/pdf/10.1080/03634520302470

Lehman, R. M., & Conceio, S. C. O. (2010). Creating a Sense of Presence in Online Teaching. How to "Be There" for Distance Learners. (pp.118-120). San Francisco: Jossey-Bass. Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. 17ht Annual Conference on Distance Teaching and Learning, 1-5. Retrieved from http://www.uwex.edu/disted/conference/resource_library/proceedings/01_20.pdf Wilson, G., & Stacey, E. (2004). Online interaction impacts on learning: Teaching the teachers to teach online. Australasian Journal of Educational Technology, 20(1), 33-48. Retrieved from http://dro.deakin.edu.au/eserv/DU:30013096/stacey-onlineinteractionimpacts2004.pdf