Reference no: EM131834716
Online Instructor's Roles
The literature identifies a variety of instructor roles, including managerial, administrative, social, pedagogical, professional, and technical (Bawane & Spector, 2009; Berge, 2007). Although one or more of these roles may be present when teaching in-person, instructors may experience a shift in role emphasis when teaching online.
Teaching online often necessitates adjustments for instructors in terms of how they approach teaching, learning, and technology. Therefore, an instructor's teaching philosophy crafted for teaching in-person may require adaptation for teaching online.
As a future scholar-practitioner in the field of psychology and online learning, you have likely had, and will continue to have, opportunities to apply your Walden learning experiences as an agent of positive social change to make a difference in the lives of students, communities, and society.
For this Discussion, consider the teaching philosophy that you created - Teaching of Psychology and reflect on how your teaching philosophy might influence the delivery of instruction in an online classroom environment. Also, consider the role of an online instructor as an agent of positive social change.
Write by Day 4a one page description of two ways that an instructor's role in online instruction differs from an instructor's role in face-to-face instruction.
Then, reflecting on your teaching philosophy, discuss how the roles of an online instructor may warrant a revision of your philosophy of teaching.
Finally, explain the online instructor's role as an agent of positive social change. Be specific and provide support from the Learning Resources and scholarly literature.
Please use the references below in the papers as parenthetical and in text citation.
Berge, Z. L. (2007). Motivate and manage: Key activities of online instructors. In J. M. Spector (Ed.), Finding your online voice: Stories told by experienced online educators (pp. 73-82). Mahwah, NJ: Lawrence Erlbaum Associates.
Finding your online voice: Stories told by experienced online educators by J.M. Spector. Copyright 2007 by Taylor& Francis Group LLC - Books. Reprinted by permission of Taylor & Francis Group LLC - Books via the Copyright Clearance Center.
Coppola, N., Hiltz, S. R., & Rotter, N. G. (2002). Becoming a virtual professor: Pedagogical roles and asynchronous learning networks. Journal of Management Information Systems, 18(4), 169-189.
Retrieved from the Walden Library databases.
Li, C. S., & Irby, B. (2008). An overview of online education: Attractiveness, benefits, challenges, concerns and recommendations. College Student Journal, 42(2), 449-458.
Retrieved from the Walden Library databases.
Morris, L. V., Xu, H., & Finnegan, C. L. (2005). Roles of faculty in teaching asynchronous undergraduate courses. Journal of Asynchronous Learning Networks, 9(1), 1-18.
Roles of faculty in teaching asynchronous undergraduate courses by Morris, L.V., Xu, H. & Finnegan, C.L. in Journal of Asynchronous Learning Networks, 9(1). Copyright 2005 by Sloan Consortium. Reprinted by permission of Sloan Consortium via the Copyright Clearance Center.
Weller, M. (2009). Using learning environments as a metaphor for educational change. On the Horizon, 17(3), 181-189.
Retrieved from the Walden Library databases.