by Beth René Roepnack
The results of the 2014 Survey of Online Learning, show that the majority of faculty don’t see the value of online education. Yet, for the post-traditional student (25 and over, member of the workforce, returning to obtain an education) that now makes up a majority of college students across the country, this may be the only way for them to obtain a college education. I have some sympathy with their view: before I taught online courses, I thought that distance education was the worst idea in the history of education. How could the magic and the joys of the classroom be created in a sterile online environment? I was quite vocal in my opinion on this matter, and thus was quite surprised when I was asked to teach an online course back in 1997.
It was only my sense of honor and integrity that got me to teach that first class (how could I continue to badmouth distance education if I hadn’t even tried it?), not any hopeful thoughts that online education could be at all effective or enjoyable. I teach because I relish the teaching and learning experience and I believe that a good education can make people’s lives better. I didn’t think that online education would be satisfying for me or the students because we wouldn’t be together in a room where I could feel their excitement about what they were learning nor would I be sensitive to their feelings about being lost or confused. How would I be able to teach effectively? Where would be the joy? Without the immediacy that the classroom affords, i.e., my direct involvement with students, how could I motivate students to want to learn? How would I deal with technical problems? What would I do about cheating? What would I do if it were really hard and frustrating? Who could I call on for help?
What I found was that the students and I could create that magic in online discussions, chat rooms, and with other collaborative technology. And, we could enjoy each other’s company. It wasn’t always easy and in specific situations, teaching online was everything I dreaded. However, I found that when I engaged with my students, we all enjoyed the course. With a little effort, I turned online discussions from a chore into something I looked forward to engaging in, day in and day out. The more I engaged with my students, the more likely they were to learn and say really interesting things in the discussions and in their assignments. All my other fears were resolved over time, as they are with any new venture.
Another reason I enjoy teaching online classes is that I know that I am providing a valuable service to the many students who want a college education, but who can’t make it to a normal face-to-face classroom. Whether it is a temporary fix, such as for the student who is bedridden from illness or injury, who doesn’t want to interrupt their college education or for the post-traditional student who will never be able to attend classes, because of family or work obligations, online education is a great solution.
Some faculty may still be concerned about the quality of online education, but study after study shows that there is no significant difference in educational outcomes dependent on delivery. Given that it can be enjoyable and effective, and that post-traditional students desire and need online courses to complete their education, I strongly urge faculty to give it a try: you might find that there is a special pleasure in teaching students who are so appreciative of having the opportunity to earn their degree.
If you want to enliven your online teaching, find new ways to make it interesting for you and your students, while decreasing your workload, stop by the UWG Online Faculty Development Center and ask for help. It is our duty and our pleasure to help you.
Beth René Roepnack is the associate director of online faculty development for UWG Online.
