Presentation Title

Distance Learning: Challenges that Exist for Online Instructors

Start

9-30-2020 1:00 PM

End

9-30-2020 2:00 PM

Short Description

For a multitude of reasons, a need exists for instructors from traditional brick-and-mortar schools to transition to the online, distance learning format. While the two environments possess many similar teaching characteristics, unique components of the distance learning format are presented and many instructors report that they are unprepared to make such an adjustment. Because such information that addresses this need is so limited, a thorough exploration of the challenges experienced by online educators is presented.

Abstract

In this modern era of academia, the need and desire for online, distance education learning programs is ongoing. Whereas learners of all ages and demographic descriptions can undoubtedly benefit from such a learning environment, many graduate learners and educators alike find themselves extremely frustrated due to the lack of preparation provided for instructors teaching in non-traditional settings.

Long distance teaching programs are designed to rely upon the abilities of technology to facilitate effective communication as well as the sharing of information, human interaction, and knowledge building for those post-baccalaureate learners. In order for this process to occur, educators must be adequately trained to ensure successes on the parts of their students but it has been reported by many that such training is not typical of course room preparation and design.

Limited information exists about “teaching teachers” to become online instructors, to construct their course rooms for student success, to become knowledgeable and skilled at using online technology, or how to overcome limitations that exist with many classroom devices. Further, long-distance educators reportedly ask themselves questions such as “how do I develop the most effective course syllabus,” “how might I contribute to learner interaction,” or “am I ensuring the best use of technology?” Of utmost concern becomes the establishment of rapport with learners.

Online instructors find themselves questioning whether they have provided ample opportunity for learners to interact with one another, for learners to see their instructors as accessible and transparent, and ultimately to utilize the technology they have been presented. Many distance educators report that they are inexperienced in such a program, are untrained and ill-prepared for the online teaching experience, and ultimately worry about the imminent effects on their students.

In the end, despite the need and desire for long-distance education, the issue of “teaching online instructors to effectively teach” remains a paramount concern.

Format

Concurrent Session

Institutional level targeted

Higher Ed

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Sep 30th, 1:00 PM Sep 30th, 2:00 PM

Distance Learning: Challenges that Exist for Online Instructors

In this modern era of academia, the need and desire for online, distance education learning programs is ongoing. Whereas learners of all ages and demographic descriptions can undoubtedly benefit from such a learning environment, many graduate learners and educators alike find themselves extremely frustrated due to the lack of preparation provided for instructors teaching in non-traditional settings.

Long distance teaching programs are designed to rely upon the abilities of technology to facilitate effective communication as well as the sharing of information, human interaction, and knowledge building for those post-baccalaureate learners. In order for this process to occur, educators must be adequately trained to ensure successes on the parts of their students but it has been reported by many that such training is not typical of course room preparation and design.

Limited information exists about “teaching teachers” to become online instructors, to construct their course rooms for student success, to become knowledgeable and skilled at using online technology, or how to overcome limitations that exist with many classroom devices. Further, long-distance educators reportedly ask themselves questions such as “how do I develop the most effective course syllabus,” “how might I contribute to learner interaction,” or “am I ensuring the best use of technology?” Of utmost concern becomes the establishment of rapport with learners.

Online instructors find themselves questioning whether they have provided ample opportunity for learners to interact with one another, for learners to see their instructors as accessible and transparent, and ultimately to utilize the technology they have been presented. Many distance educators report that they are inexperienced in such a program, are untrained and ill-prepared for the online teaching experience, and ultimately worry about the imminent effects on their students.

In the end, despite the need and desire for long-distance education, the issue of “teaching online instructors to effectively teach” remains a paramount concern.