The sudden shift towards complete online education, training and e-learning has been an effect of post COVID-19 pandemic of 2020, when the world has witnessed a massive shift to online teaching platforms and online pedagogy from the traditional method of classroom teaching and in-person instructions.
VUCA (Volatility, Uncertainty, Complexity and Ambiguity) , the latest reality checkpoint has become the accepted trend in the education industry as well, when the entire generation is optimistic to win against the situation and looking forward to a better and brighter world. This uncertain situation finds a snug fit in the world of practising teachers as well just like in any other professional area. Unlearning and reverse learning have become imperative for existence in this globally competitive world, where acquiring dynamic capabilities has become mandatory.
Higher education system, both in online and in-person mode, depends completely on trust without it becomes fundamentally dysfunctional. Learners trust professors to be knowledgeable in their discipline, grade fairly, and be willing and able to assist. The students are expected to work hard, give their best efforts and turn in with honesty. Administrators and faculties have their mutual trust for staying on the right path; thus trust is all encompassing.
The trajectory growth of online courses poses a challenge of preparing faculties to teach effectively in the format. A quick Google search can reveal a plethora of resources to help the teachers out to learn how to teach online. The newness of this medium can be well understood from the absence of any benchmark or role model for online teaching, where online educators are required to think critically as how to define effective teaching and what makes a good quality online class.
Online teachers are not just the presenters of knowledge; but they are required to mould learning in every way possible to best meet the varying needs of different students, following the VARK methodologies. Instructions in the online medium are different, teachers are not physically present to keep students awake; they are not the principle source of knowledge anymore, rather they need to assemble and place various knowledge-bases in the e-learning system, along with other information sources, typically accessible through the Internet.
The role of an online teacher has been shifted from a mere live lecturer to a more profound online course developers and course facilitators for both models of online studies. Online Synchronous Model ensures the virtual presence of both teachers and learners at the same time to experience the teaching-learning process similar to the traditional method. Asynchronous Model, in contrast, is independent of time and place and does not require any real time interaction. Learning materials are available online where each of the global students are welcome to study at their own pace and time.
The three fundamental areas in which the online teachers are required to involve themselves are – Design and Organisation, Direct Instruction and To Facilitate Discourse.
Online courses should be so designed and organised that any student can access online course materials, videos, files and other supporting documents seamlessly, successfully complete the course by understanding the learning outcomes. Teachers need to outline the behavioural expectations from the students in the live classroom, along with the processes involved in online assessments.
Direct instruction implies in guiding and developing students through the online contents, assessment and purposeful feedback. Teachers are also expected to help the students in overcoming technical difficulties and to make their online learning experience effortless and educationally worthwhile.
Instructor facilitated discourse helps in learning the contents through active participation and interaction. Online teachers create an ideal online learning climate through encouragement; allow refocusing the drifted away discussions, and assist the students to move intentionally through phases of practical inquiry.
Online teachers play a pivotal role in overall online learning experience; considering the skill set needed for the success, the teachers’ role extend far beyond their content knowledge and involve in leveraging managerial, technical, pedagogical, social and intellectual domains.