Closing the online teaching skills gap

The rapid modality shift experienced throughout 2020 right across the world has highlighted some fundamental differences between traditional and online teaching approaches. 

Classroom teachers found themselves on a steep learning curve and faced with delivering online content to elicit effective learning outcomes — an experience that proved challenging for some. With experts suggesting a hybrid of remote and in-class learning will likely continue, detecting and addressing existing skills gaps can better prepare educators for a mixed-modality future. 

Potential skills gap

Do traditional classroom teachers have the skill set required to deliver online learning, and how can they make the transition smoother? What kind of skills will they need to deliver online learning more effectively?

Teaching in a classroom requires not only a different skill set, but also a different mindset. Face-to-face teaching enables educators to communicate with students through body language in addition to verbal and written communication. The expertise of a classroom teacher is built through years of experience in a classroom where they can observe and interpret student reaction, detect those who need help and quickly respond, and easily spot signs of stress, illness or low motivation. The environment enables teachers to develop a great repertoire of techniques to use in a range of classroom situations — but not all of them effectively translate to an online teaching environment. 

The online difference

There are inherent differences in the online versus classroom experience for both students and teachers. 

For teachers, an online environment means:

• Communicating one-to-one, not one-to-many as is the case in a classroom.
• Compensating for a loss of non-verbal cues that indicate lack of motivation, engagement or interest in a student.
• Often working from a home environment rather than well-equipped classroom.
• Using unfamiliar technology with little or no training.
• Working in new and different timeframes.
• Being unable to react in real time to identified learning problems.
• Finding different ways to communicate or demonstrate difficult concepts.
• Communicating more using writing or video — language needs to be clear and direct to ensure misinterpretation is avoided.
   

From a student perspective, distance learning requires more self-motivation and time management. Students are able to avoid participation if they are less motivated or don’t understand the study materials, threatening effective learning outcomes. 

Online learning needs to be different

Transitioning to online learning should be supported by specifically designed materials, systems and resources. While course content can largely replicate that of a classroom course, it must do it in different ways.

While there is a tendency to view online study guides in the same way as handouts, textbooks or curriculum documents, they are in fact a replacement for classes. 

Whereas handouts, textbooks and curriculum documents provide information that is presented by the classroom teacher, online study guides are instructions for students to follow. They provide a sequence of learning experiences, orchestrated in a fashion that optimises learning. A good study guide applies educational psychology, repeating ideas and information in varied context at predetermined points that will reinforce, strengthen, broaden and deepen learning as the student progresses. 

Appreciating the difference

An effective transition requires an understanding of the differences between modalities and utilisation of the specific tools and techniques that make online learning work. 

One-way communication — such as teacher-delivered study guide instruction or video communication — is a less engaging form which easily lets students drop by the wayside. Providing the opportunity for students to ask questions and to receive constructive feedback is more likely to generate engagement and motivation. 

It takes time and commitment for a classroom teacher to excel online, starting with an understanding of the different approaches required. A fundamental grasp of educational psychology and a willingness to adapt may speed up the process but, for many, the transition will take 12 months or more. For educators looking to develop the teaching skills required for an increasingly online world, the time to start is now.    

Image credit: ©stock.adobe.com/au/Aleksandra Suzi