Lesson 9 - Quality Teaching in a Digital Age

For many teachers and instructors, classroom teaching is an individual, largely private activity between the instructor and students. Teaching is a very personal affair. However, blended and especially fully online learning are different from classroom teaching. They require a range of skills that most teachers and instructors, and particularly those new to online teaching, are unlikely to have, at a least in a developed, ready-to-use form.

The way an instructor interacts online has to be organized differently from in class, and particular attention has to be paid to providing appropriate online activities for students, and to structuring content in ways that facilitate learning in an asynchronous online environment. Good course design is essential to achieve quality in terms of developing the knowledge and skills needed in a digital age. These are pedagogical issues, in which most post-secondary instructors have had little training. In addition, there are also technology issues. Novice teachers and instructors are likely to need help in developing graphics or video materials, for example.

Another reason to work in a team is to manage workload. There is a range of technological activities that are not normally required of classroom teachers and instructors. Just managing the technology will be extra work if instructors do it all themselves. Also, if the online component of a course is not well designed or integrated with the face-to-face component, if students are not clear what they should do, or if the material is presented in ways that are difficult to understand, the teacher or instructor will be overwhelmed with student e-mail. Instructional designers, who work across different courses, and who have training in both course design and technology, can be an invaluable resource for novices teaching online for the first time.

Thirdly working with colleagues in the same department who are more experienced in online learning can be a very good means to get quickly to a high-quality online standard, and again can save time. For instance, in one university I worked in, three faculty members in the same department were developing different courses with online components. However, these courses often needed graphics of the same equipment discussed in all three courses. The three instructors got together and worked with a graphic designer to create high quality graphics that were shared between all three instructors. This also resulted in discussions about overlap and how best to make sure there was better integration and consistency between the three courses. They could do this with their online courses more easily than with the classroom courses, because the online course materials can be more easily shared and observed.

Lastly, especially where large lecture classes are being re-designed, there may be a cohort of teaching assistants that may need to be trained, organised and managed. In some institutions, part-time adjunct faculty will also need to be involved. This means clarifying roles for the senior faculty member, the adjunct or contract faculty, the teaching assistants, and the learning technology support staff.

For many teachers and instructors, developing teaching in a team is a big cultural shift. However, the benefits of doing this for online or blended learning are well worth the effort. As teachers and instructors become more experienced in blended and online learning, there is less need for the help of an instructional designer, but many experienced instructors now prefer to continue working in a team, because it makes life so much easier for them.