By: Lolita Paff, PhD
When teachers are tasked with developing an online course, their thinking often follows along these lines: This is what I do in class. How can that be translated online?
What if we reversed our thinking?
Instead of assuming what’s done on ground is ideal, what if we looked at teaching online as a means of improving our face-to-face teaching skills? The process of developing an online course, starting with a clean slate instead of converting resident instruction via technology, leads to an examination of our classroom-based course design, assumptions about learning, and ultimately improves instructional practice in both settings along several dimensions: teaching persona, power distance, instructional clarity, student interaction, and learning assessment.
Presence and Distance
From the minute we enter the classroom, students are sizing us up. Our appearance, demeanor, voice, word choice, and mannerisms project an image. Similarly, the teacher may notice a variety of student characteristics: clothing, tone of voice, behavior, and level of attention. All this happens automatically when we share a physical space with our students.
Online first impressions begin with the learning management interface, course organization, and whatever materials and resources the teacher has chosen to share when the course opens. While teaching online means we may not have to worry about physical appearance, it does mean we have to spend time thinking about how to create and maintain a presence online. Who am I? How can or should I communicate my identity to students?
I didn’t invest a lot of time thinking about this before I started teaching online. Thus, I missed opportunities to make learning personal. Online teaching forces us to think more carefully about persona, values, and priorities than the face-to-face context. Teaching online has made me more intentional about establishing and maintaining my teaching persona online and face-to-face.