Online Learning and Post-Secondary Expectations

Posted by Isra Anwar

July 05, 2014

Bridging the Gap from Academic Leaders to Instructors

Welcome to Higher Education, here we are not just talking about higher education but everything to do with education, be it character education, special education, Academic Education, Professional Education, Education Commissioner, Science, World Universities, Colleges and other Best forth. In order to increase knowledge of the importance of friends of education and How choose appropriate education and basic interests of each individual. This time I will discuss about the Online Learning and Post-Secondary Expectations, probably many who do not understand what is meant by the Online Learning and Post-Secondary Expectations. Therefore, let's just see explanation below on “Online Learning and Post-Secondary Expectations”.

Because of the increase of online learning on college campuses, some researchers primarily concern themselves with student perceptions to online learning. Others are concerned with the changes they would consider beneficial through the instructor perspective (Lederman & Jaschik, 2013). Both groups want to determine the breakdown between the structure of online courses and student success. Therefore, attention needs to be turned to the academic leaders such as the coordinators, directors, and deans of distance learning.

To support the need for increased professional development for instructors of online courses, a study reported that “70% of faculty members describe their institution’s support for online instruction as average or below, and nearly 20% of all institutions do not offer any support…, and more than one-third of faculty members who have developed or taught an online course report that developing and teaching online courses takes much more work than traditional courses”. Among the types of training that Herman advocates for are those provided through professional development from academic leaders and training tied to evaluation programs. Furthermore, Lane (2013) explains that online course training requires a different set of skills from academic leaders and appropriate professional development programs should be in place. Moreover, Clay, who is an Academic Coordinator for Distance Learning in Georgia, states, “deans can improve online learning and help me do my job by requiring their supervisors with direct-report faculty and all faculty members themselves to be thoroughly trained in the LMS functionality before a faculty member is allowed to teach online” (personal communication, November 21, 2013). This could improve the quality of training of online course instructors and additional guidance would enhance the success of online learning for students. Additional professional development is needed from academic leaders, and these leaders should take a skills approach to leadership as Katz (1955) suggests. Online learning is “engaging [to] the learner in reflective and collaborative thought processes through learner-to-learner interaction results in the most effective learning” (Cox and Cox, 2008, p. 553). In addition, online learning can open the doors to communication between peers and students (Cox and Cox, 2008). As a result, online learning can be a powerful tool to educate today’s population of scholars because they are already submersed in it through social media, texting, and the Internet.

Read Also

Since schools around the world are embracing online learning as a prominent feature on college campuses (Lederman & Jaschik, 2013), education must be prepared for this influx of technologically driven students. Less contemporary educators tend to be against online learning and would rather not change the world of education through the influx of technology. However, it is important to note that the beginnings of online learning, distance education, independent study, or any of the myriad of terms sprouted from economic, social, and physical disabilities limiting individuals from attending a school (Schulte, 2011). By offering so many online learning opportunities, institutions might be counterproductive and aiding the same impairments that online learning was meant to prevent.

The purpose of this study is to explore the leadership gap that exists between instructors and academic leadership that prohibits students from being successful in online courses, which is the result of academic leaders who inadequately prepare faculty. This is a leadership gap because programs should be established by the administrators to ensure all avenues of learning are addressed. As the enforcers of the college’s strategic plan, academic leaders should be held accountable for training the staff to teach growing numbers of online courses. Students’ experiences in online learning are a direct result of the instruction they receive. However, instructors can only educate students based on the knowledge and training they receive. Furthermore, academic leaders should employ strategies to bridge the gap between the instructor and the online learning platform. The skills approach to leadership as outlined by Robert Katz (1955) is useful in examining the challenges and experiences of the instructors and how those apply to the characteristics of a leader. A skills leader possesses three different abilities: technical skills, human skills, and conceptual skills (Katz as cited in Virkus, 2009). The skills based leader recognizes that a particular knowledge base is needed in order to conduct an institution effectively.

Thanks.