E-Pedagogical Skills of Online Instructors: An Exploratory Study (original) (raw)
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The ever increasing use of technology has led to a shift from traditional mode to digital mode in almost every sector. Education sector is also moving from traditional mode of in person teaching to virtual teaching. Covid-19 pandemic has urged the education sector to harness the potential of technology, due to the closure of schools, colleges and other educational institutions in the country. The wider use of technology in education sector has imposed multiple challenges for the teachers. The present research has thrown light on those challenges being faced by the teachers while delivering online education. The emphasis has been made on the disruptions caused by the students during online classes, which have adversely affected the morale of the faculties. Various positive as well as negative experiences of the teachers as regard to virtual classes are discussed in the current study. There are numerous flaws of virtual classes studied in the proposed research, however it proves to be the only option to impart education in the prevailing crisis. Consequently, it has become a prerequisite for the teachers to adopt technology in teaching process to safeguard their jobs.
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Online instructors draw upon a complex set of skills, activities, and values to meet the needs of students who are separated from them by time and/or space, but united with them through digital technologies. Berge (1995) introduced the idea that the instructor’s job could be represented through four interrelated roles: pedagogical, managerial, social, and technological. Instructors who develop expertise in all four of these dimensions are well-situated for supporting online students, who similarly must navigate these dimensions. This chapter explores each of these roles and their relationship to online learning. Two additional areas of concern for online instructors, the ethical dimension and the networked dimension, are also discussed.
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Online training is rapidly being adopted by universities. It is important to contemplate how to effectively support the development of the techno-pedagogical skills of online instructors, particularly when using a synchronous delivery method. A descriptive research project with a convenience sample of 14 professors and instructors was used to test a training sequence via Web conferencing. A one-group pre-test post-test pre-experimental design combining data collection through a questionnaire and observation has been implemented. The questionnaire focused on the profile of the participants regarding their use of technology, social media, and cloud computing. Techno-pedagogical skills were observed in 10 simulated situations. Surprisingly, participants whose profile indicated high access to technology and social media did not perform better than those with less access. The use of several cloud-computing services was conducive to a higher score when observing more inclusive simulated s...
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