Why have instructor competencies for online learning instructors?
The instructor’s role in the success of the course, the program, and student retention and achievement is clearly documented. In online learning, this role is even more critical, as the instructor has to overcome potential barriers caused by technology, time, and place and create an optimal environment for achieving educational goals.
The following asynchronous online learning instructor competencies come from educational research, as well as personal experience as an online learning student, instructor, and instructional designer. I completed a Master’s degree in Educational Technology from George Washington University as an online learning student and have designed and taught numerous undergraduate and graduate online learning courses. I’ve had the opportunity to speak with many other online learning students and faculty about what works, what doesn’t, and why.
What does a good asynchronous online instructor do?
The actions of a good online learning instructor fall into four areas: administrative, facilitation, technical, and evaluation. Three other critical elements: credible content knowledge, understanding of how people learn, and a desire to teach, are assumed to be present and are not addressed in these competencies.
Administrative
The primary goal of these competencies is to assure smooth course operations, improve adherence to policies and procedures, and enhance student comfort level and retention. The instructor’s actions provide the framework for learning and reduce student apprehensions related to course content and procedures.
- Sets course agenda, objectives, rules, and decision-making norms.
- Posts course materials (syllabus, assignments, discussion topics, etc.) at the beginning of the course.
- Posts timely bulletins about changes and updates to course.
- During first week, assures that all students are ‘on board’ and responding (contacts privately by phone or email if not).
- Returns student calls/emails within 24 hours.
- Refers student problems to advisors and follows up to assure resolution.
Facilitation
The primary goal of these competencies is to enhance cognitive outcomes related to course objectives and foster community and collaboration among class participants. The instructor’s actions improve student satisfaction with the course and program.
- Manages discussion and student interactions with leadership and direction.
- Posts thoughtful discussion questions related to the topic and appropriate to the desired cognitive outcomes (Bloom’s Taxonomy).
- Moderates discussion, models desired methods of communication.
- Engages students, fosters sharing of participants’ knowledge, questions, and expertise.
- Contributes outside resources (online, print-based, others).
- Contributes advanced content knowledge and insights, weaves together discussion threads. Helps students apply, analyze, and synthesize content.
- Fosters group learning.
- Minimum of 10% of discussion postings are from the instructor.
- Provides public and private acknowledgment to students who contribute to discussion.
- Privately (by email or phone) asks noncontributing students to participate in discussion.
Technical
The primary goal of these competencies is to assure that technical aspects of the course are running smoothly and student barriers due to technical components are quickly overcome. The instructor’s actions help make the technology relatively transparent to the student.
- Proficient with all technical systems used in the course.
- Helps students troubleshoot technical systems used in the course and refers to appropriate help sources, as needed.
- Helps students quickly feel comfortable with the system and the software.
Evaluation
The primary goal of these competencies is to establish high standards, assure that students understand how they will be evaluated, and provide assistance in meeting course objectives.
- Provides students with clear grading criteria.
- Reminds students about upcoming assignments.
- Expects college level writing (in higher ed courses). Grades/corrects spelling and grammar mistakes.
- Provides examples of desired writing/assignments.
- Provides resource ideas for completing assignments.
- Assists students who are having problems (by email or phone) completing the assignments.
- Acknowledges receipt of assignments within 24 hours.
- Returns students assignments, with detailed notes and grade, within 96 hours.
- Contacts (by email or phone) students who have not completed assignments within 24 hours after assignment due date. Helps student work out plan to complete assignments.
How can we assure that instructors are meeting these competencies?
The primary methods by which institutions can assure that their instructors meet these criteria are through:
- Instructor training
- Mid and end semester instructor evaluations
- Auditing of courses
- Random student calls
- Reported problems/complaints