Online teachers need professional development, too
Teacher presence significantly influences students’ engagement, satisfaction and learning. So educators need professional development focused on adjusting their classroom teaching skills to online learning environments
Universities have embraced online learning. It has proved good for business, with post-Covid growth in online learning compared with 2019; by 2030, the global education market is expected to reach $10 trillion (£7.9 trillion). This growth also provides opportunity for institutions to expand their reach without being constrained by physical campus space.
Online enrolments have grown faster than for courses taught in person, supercharged by the pandemic, as online provides access to education for those who otherwise could not attend in person. The problem, though, is that many institutions have given little time or thought to “the concept that teaching methods or set-ups may affect student engagement, learning abilities, and performance”, according to research from Symbiosis International (Deemed University). Consequently, despite considerable debate about transmission models of education, with some even suggesting that the live lecture is dead, this traditional delivery seems to have not only survived but to have infiltrated online learning.
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Online education is, however, changing the role of educators: the “sage on the stage” has become a “guide on the side”, thanks to technology. It’s time for universities to step up to support the staff who teach online; this is true for subject design, teacher presence and learning facilitation.
The point here is not to question the lecture format. Rather, our intent is to address professional development for online teachers, which seems to have been overlooked or not implemented coherently.
Teacher presence in online learning
If a teacher has taught or lectured face to face, it is assumed that they will also manage teaching online, as if this transference of teacher-led pedagogy were fit for purpose. Recent research has found that while more experienced teachers are better prepared for online teaching than less experienced counterparts, both may benefit from support programmes associated with online learning and teaching. This research also found that teacher readiness for online learning and teaching depended on professional development opportunities from institutions and the teachers’ digital competence.
Teacher presence does not simply equate to direct instruction. Teacher presence is also the extent to which the teacher creates a positive learning environment and leads the learning process for their students. Teacher presence affects students’ understanding, rapport and sense of belonging, with some even suggesting that it “starts before the course is delivered [and] continues as the course progresses, as the instructor must act as designer, facilitator, director, and even evaluator of students’ learning”.
In short, when online teachers create environments that foster communication, collaboration and teamwork among students, with an associated rise in student engagement, satisfaction and learning, that’s teacher presence.
Online teachers can create a strong teacher presence by introducing themselves, welcoming students, replying to posts, providing prompt feedback, and building connectedness between teacher and student.
Professional development for online teachers
A recent study identified that teacher readiness for online learning and teaching not only depends on the professional development opportunities, but also rests on teachers’ background characteristics, digital competence and experience.
Well-designed online learning (like well-designed face-to-face teaching) should offer a broad range of learning activities and carefully consider the cohort’s pedagogical need when introducing technology. The consideration and selection of learning activities for online learning should not be derived through teacher convenience via the reuse of classroom-based recorded lectures or PowerPoint slides. Rather, online learning activities should be purposefully designed to engage, motivate and facilitate learning, as well as foster student connectedness with each other and the university community.
Tips for enhanced teacher presence in online learning environments
These teacher-presence considerations can considerably improve the online learning environment, student engagement and learning, no matter what your teaching background or experience. They should form part of any professional development activities.
- Consider teacher presence beyond speaking. Broaden the definition to include all communication associated with sharing information and students’ professional interests and goals; place a greater focus on establishing and maintaining a sense of community.
- Be welcoming and caring. The aim is to build a connection with students with respectful, supportive, kind, positive and encouraging interactions.
- Provide timely responses to enquiries and feedback to show students that they are not alone. Ensure that feedback incorporates “feedforward” – future-oriented feedback that outlines the development opportunities.
- Use video purposefully. A welcome video on the learning management system (LMS) is a way to introduce yourself and provide an overview of the subject.
- Vary learning activities. Engage with students via audio, chat, video, live sessions and forums.
- Be present when the students are. Log on and engage in discussion forums synchronously.
- Develop student-to-student learning activities. Redirect, guide, coach and pose questions to the student cohort.
- Create a safe learning environment. Outline a “how to approach your learning” section in the LMS that details tips for students on how to stay connected and the steps to success.
- Help students break the ice. As an introductions activity, ask students to post photographs of themselves or their pets or facilitate an “introduce another student” activity.
- Use learning analytics. How successful students managed their learning in previous iterations can help new cohorts. Metrics around attendance, logins and completion of assessments can also help you identify and reach out to students who are at risk.
Teaching online is, or should be, considered differently from its classroom equivalent, and teacher presence forms a significant part of this picture. Institutions must provide coherent and integrated support to ensure that learning environments support both students and teaching staff.
Professional development for teachers – including experienced classroom teachers, those new to online teaching and novice learning designers – is critical if the intent is to move beyond simply transmitting education to making student engagement central, ensuring that a sense of belonging and connectedness exist, and putting learning at the forefront.
Implementing an integrated professional development programme for online teachers does not need to be onerous or overly complex. The tips outlined above can be developed into short facilitated online learning workshops or modules that outline the teacher-presence technique and model the practice.
Jay Cohen is acting director of Online Education Services at La Trobe University. Andrew Vincent is director of digital education at the Australian Catholic University in Melbourne, Australia.
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