The Making of an Exemplary Online Educator
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| Title: | The Making of an Exemplary Online Educator |
|---|---|
| Language: | English |
| Authors: | Edwards, Margaret, Perry, Beth, Janzen, Katherine |
| Source: | Distance Education. 2011 32(1):101-118. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Graduate Study, College Graduates, Online Courses, Teacher Characteristics, Conventional Instruction, Distance Education, Electronic Learning, Web Based Instruction, Student Surveys, Virtual Universities, Comparative Analysis, College Faculty, College Instruction, Student Evaluation of Teacher Performance |
| Geographic Terms: | Canada |
| DOI: | 10.1080/01587919.2011.565499 |
| ISSN: | 0158-7919 |
| Abstract: | What does it take to be an effective online educator? Can those who teach successfully face-to-face be equally effective online? This article details a descriptive qualitative research study of students' perspectives regarding qualities of exceptional online educators. Participants described interactions they had with online teachers they considered exemplary. Thematic analysis reveals qualities of exemplary online teachers. The article compares findings on excellence in online teaching with findings from an earlier study focused on exemplary face-to-face educators. Similarities and differences between exemplary online teachers and exemplary face-to-face teachers are explored. Findings reveal exemplary online and face-to-face teachers challenge and affirm learners, establish clear classroom presence, and are persons of influence. The findings inform online teachers. Questions for further research are suggested. |
| Abstractor: | As Provided |
| Number of References: | 58 |
| Entry Date: | 2011 |
| Accession Number: | EJ923812 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEjoxVEScj8WxrZofhtnFwJAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDCFmo3okiLSx9mHa1wIBEICBml0fbUgxUDE5rKxWS0Q91RXQxHJEgB13pYKEAw6xtSGhLllXsUi96aFCfhWPnvCbfA7jQOTMk-TJgw1hBeCafEXkUeK6ljt0ujuK2aLAKTsrmbyIah1AJ2tG6ltj52wq2FnEeyhYplWR-XPY-YDB_0RMHth39EJoi3tZ2O-qwhLL6ePT0fbfBqTZ4r_Q6mPnTFonawyTHfd5CvQ= Text: Availability: 1 Value: <anid>AN0060429886;5f001may.11;2019Feb12.16:02;v2.2.500</anid> <title id="AN0060429886-1">The making of an exemplary online educator. </title> <p>What does it take to be an effective online educator? Can those who teach successfully face‐to‐face be equally effective online? This article details a descriptive qualitative research study of students' perspectives regarding qualities of exceptional online educators. Participants described interactions they had with online teachers they considered exemplary. Thematic analysis reveals qualities of exemplary online teachers. The article compares findings on excellence in online teaching with findings from an earlier study focused on exemplary face‐to‐face educators. Similarities and differences between exemplary online teachers and exemplary face‐to‐face teachers are explored. Findings reveal exemplary online and face‐to‐face teachers challenge and affirm learners, establish clear classroom presence, and are persons of influence. The findings inform online teachers. Questions for further research are suggested.</p> <p>Keywords: online teaching; distance education; online presence; persons of influence; exemplary online education</p> <hd id="AN0060429886-2">Introduction</hd> <p>Any area of practice will have individuals who are recognized as being exceptionally competent. We refer to these outstanding practitioners as exemplary. <emph>Merriam‐Webster Online Dictionary</emph> ([<reflink idref="bib35" id="ref1">35</reflink>]) defines exemplary as 'deserving of imitation because of excellence.' Sheingold and Hadley ([<reflink idref="bib50" id="ref2">50</reflink>]) labeled exemplary teachers 'accomplished teachers' and concluded that exemplary teachers are simply 'far better than the average' (p. 10).</p> <p>Broadly speaking in education students (whether online or classroom based) recall as exemplary those teachers who influenced their learning in an especially positive way. Specifically, students recall the teaching strategies employed by these practitioners as highly successful. The learning experience exemplary teachers create for, and with, learners potentially leads to an extraordinary educational experience.</p> <p>For centuries learning took place primarily with the students and teacher together in a classroom. Now, as Thiele ([<reflink idref="bib52" id="ref3">52</reflink>]) wrote, there has been a 'virtual explosion of online education' (p. 364). The introduction of Web‐based instruction into post‐secondary courses has resulted in significant changes in education placing new demands on teachers (Johnson, [<reflink idref="bib27" id="ref4">27</reflink>]). Faculty members are challenged to make fundamental changes in their teaching strategies as they move from being classroom‐based to online educators (Diekelmann, Schuster, &amp; Nosek, [<reflink idref="bib14" id="ref5">14</reflink>]).</p> <p>This article outlines the initial findings of a study that asked nursing and health care graduate students who studied online to describe specific learning moments or interactions with the teachers they considered exemplary. The article is situated in recent literature related to effective online teaching. To deepen the analysis, the findings of this study of exemplary online educators were compared to scholarly work related to effective face‐to‐face classroom instruction (Perry, [<reflink idref="bib45" id="ref6">45</reflink>]). This comparison between exemplary online teachers and exemplary classroom teachers may assist those transitioning from face‐to‐face classroom to online teaching. Additionally, this study points the way to further research.</p> <p>The outcomes of this study have implications for those who teach online and in blended courses and for administrators who are proposing to move their curriculum, in whole or in part, from classroom‐based to the online mode. To develop quality online teachers, we need to understand what makes online educators not only effective but also exemplary and to consider changes face‐to‐face teachers need to make in order to succeed in the online milieu.</p> <hd id="AN0060429886-3">Literature review</hd> <p>The way people learn is being revolutionized by technology. Teachers who once taught in traditional face‐to‐face classrooms are now challenged to adapt their teaching strategies to use technology and remain effective in this new educational environment. With an increasing number of educational institutions making the transition from a primary focus on face‐to‐face instruction to that of blended learning where online instruction is becoming progressively more and more commonplace (Aspden &amp; Helm, [<reflink idref="bib4" id="ref7">4</reflink>]), it becomes even more important to explore those other facets which impinge upon what have been identified as markers of successful 'electronic pedagogy' (Merryfield, [<reflink idref="bib36" id="ref8">36</reflink>], p. 297).</p> <p>Several researchers have attempted to describe exemplary online teaching practices. For example, Conrad ([<reflink idref="bib12" id="ref9">12</reflink>]) summarized successful online teaching approaches in three categories: teaching, management, and support‐related methods. Specific strategies included within these categories are being present, prompt, organized, respectful, creative, and encouraging to students. Lewis and Abdul‐Hamid ([<reflink idref="bib34" id="ref10">34</reflink>]) conducted a qualitative study of exemplary online teachers and reported that these educators fostered interaction, provided prompt feedback, and remained enthusiastic and organized during the course. In an autoethnography, Lee ([<reflink idref="bib32" id="ref11">32</reflink>]) determined that to be effective, online instructors need to include learning activities that promote interaction and build community. Cole ([<reflink idref="bib10" id="ref12">10</reflink>]) agreed with Lee ([<reflink idref="bib32" id="ref13">32</reflink>]) regarding the importance of interaction and community in successful online teaching. Cole provided specific strategies that online teachers could use to enhance their courses in these ways, including 'persistent presence' and 'weekly video messages' aimed to enhance interaction and community ([<reflink idref="bib10" id="ref14">10</reflink>], p. 36). A classic book by Yelon ([<reflink idref="bib56" id="ref15">56</reflink>]) introduced similar principles of effective instruction that are relevant to face‐to‐face and online teaching. Yelon's principles of meaningfulness, building on existing knowledge, open communication, organized teaching with an element of novelty, and setting an educational environment that encourages interaction are all supported by current literature on effective online teaching.</p> <p>Hativa, Barak, and Simhi ([<reflink idref="bib21" id="ref16">21</reflink>]) suggested that exemplary university teachers have consistent personal characteristics that mesh with effectiveness in the areas of organization, clarity, positive classroom climate, and effective teaching strategies. Mowrer‐Reynolds ([<reflink idref="bib38" id="ref17">38</reflink>]) further identified that those exemplary teachers who emanate respect for their students, value what their students express, are enthusiastic, subject matter experts, 'fun' and 'humorous,' provide outside assistance, and promote student self‐efficacy/self‐esteem are those who are most highly valued by their students. These characteristics not only contributed to 'best teaching practices' but also were attributed to being recognized as exemplary educators where teaching was seen as being both an art and a science (Mowrer‐Reynolds, [<reflink idref="bib38" id="ref18">38</reflink>], p. 222).</p> <p>Horng ([<reflink idref="bib23" id="ref19">23</reflink>]) approached exemplary online teaching from a negative perspective, reporting on the problems students faced with instructors' approaches to online learning. Students in Horng's study identified lack of feedback from instructors, instructors' unfamiliarity with the online teaching tools, and poor organization of course materials as the major problems learners faced with online instructors.</p> <p>The student perspective regarding what makes online educators effective has also been studied. Young ([<reflink idref="bib58" id="ref20">58</reflink>]) found that teachers who adapt to student needs, use meaningful examples, motivate students to do their best, facilitate the course efficiently, communicate effectively, and show concern for student learning are considered effective from the learners' view. White, Roberts, and Brannan ([<reflink idref="bib54" id="ref21">54</reflink>]) described positive student reactions to an online nurse refresher course that promoted the following four components: a humanizing learning environment, active student participation, clear communication by the teacher, and a climate that encourages learner input. Feldman ([<reflink idref="bib18" id="ref22">18</reflink>]) concluded that transparency and 'understandableness' (p. 104), the ability of the teacher to kindle interest in the course subject matter, the overall preparedness of the instructor, course organization, the meeting of course objectives, the ability of the teacher to motivate students to achieve their highest potential, and the instructor requiring an elevated standard of performance were of highest importance to students when rating exemplary teachers.</p> <p>Although many studies have itemized qualities of exemplary online teachers from the perspectives of the teachers and of the students, other studies have focused more specifically on the transition from teaching face‐to‐face to teaching online. Aspden and Helm's study ([<reflink idref="bib4" id="ref23">4</reflink>]) noted that online teachers need to employ strategies that allow students to make connections with them. Teaching approaches that help online students experience the presence of the online instructor are central to success in moving from a traditional classroom to a virtual classroom. Students desire a combination of interactions with instructors that are both 'high‐tech' and 'high touch' (Aspden &amp; Helm, [<reflink idref="bib4" id="ref24">4</reflink>], p. 246). The challenge for online teachers is to create this experience when they are geographically separated from learners. Campbell's study ([<reflink idref="bib7" id="ref25">7</reflink>]) also found that connections fostered a sense of intimacy between instructor and student, which allowed for a more successful online educational environment. Campbell ([<reflink idref="bib7" id="ref26">7</reflink>]) emphasized that student–teacher connections in online courses may lead students to 'an awakening and receptiveness to the possibilities of learning' (p. 386).</p> <p>Exemplary online education goes beyond exemplary teaching strategies and teacher qualities. An effective online course is designed differently than a face‐to‐face course (White et al., [<reflink idref="bib54" id="ref27">54</reflink>]). White et al. ([<reflink idref="bib54" id="ref28">54</reflink>]) concluded that unless a face‐to‐face course is reconceptualized using an interactive learning pedagogy, the results are 'nothing more than a correspondence course via e‐mail and that simply transferring a traditional classroom‐based course to an online format is doomed to failure' (p. 172). Peltier, Schibrowsky, and Drago ([<reflink idref="bib43" id="ref29">43</reflink>]) concurred, maintaining that the mere replication of traditional course designs to online courses is problematic and there exists the need to find additional methods of making this transition not only smoother but also more effective. Carr‐Chellman and Duchastel ([<reflink idref="bib8" id="ref30">8</reflink>]) emphasized that simply transposing a traditional course to an online medium runs the risk of dilution of content and an unsuccessful learning experience. Kyong‐Jee and Bonk ([<reflink idref="bib30" id="ref31">30</reflink>]) brought it all together concluding that teaching strategies, course design, and online teaching skills are all important for the quality of online education.</p> <p>In sum, pedagogical strategies, course design, and instructor qualities aimed at initiating and sustaining connections and interaction are common in the literature on effective online education. There is some divergence in the literature regarding which element is most important in helping to create an exemplary online learning experience. For example, although the development of interactive learning pedagogy is essential, Garrison and Cleveland‐Innes ([<reflink idref="bib20" id="ref32">20</reflink>]) stressed that for online courses to be successful, interactivity cannot stand independently as the sole measure of successful online programs but rather becomes seated firmly as one of a varied set of facets that influence course design and delivery. Peltier et al. ([<reflink idref="bib43" id="ref33">43</reflink>]) identified that course content is the 'single most important factor in determining the perceived quality of the online experience' by students (p. 150).</p> <p>Although the themes from the studies reviewed provide some direction about what makes online educators exemplary, a gap remains in our understanding of exemplary online teaching. Beyond teaching strategies, course design, and instructor qualities, questions remain regarding how an online teacher can become an exemplary educator. For example, are the same qualities that make a classroom educator exemplary also found in exemplary online educators? More specifically, do teaching strategies that work well in the classroom transpose successfully to the online teaching platform?</p> <p>Perry ([<reflink idref="bib45" id="ref34">45</reflink>]) conducted a study of exemplary classroom educators. The study examined the views of undergraduate students who had, at some time in their student lives, experienced what they identified as instruction from an exemplary classroom educator. The participants in the study, more than 200 fourth‐year education students, recalled specific interactions with educators that they considered exemplary in a face‐to‐face learning environment. The findings of the study reveal that the exemplary classroom educators challenged students to do more, and to do better in their studies. These outstanding face‐to‐face teachers affirmed the value of the students by seeing their potential, treating learners with respect, helping them find meaning in their learning, and by recognizing potential situations that could impact negatively on their learning. Finally, the exemplary classroom educators were people of influence. This influence came from various powers students saw in their exemplary teachers including the power of expertise, the power of presence, and the power of humor (Perry, [<reflink idref="bib45" id="ref35">45</reflink>]).</p> <p>Pelz ([<reflink idref="bib44" id="ref36">44</reflink>]) provided interesting practical examples of how one particular teacher, viewed by his peers as being an exemplary online educator, approached moving from classroom to online teaching. Pelz found that exemplary educators who transition successfully to become exemplary online teachers create carefully designed online courses that promote cognitive, social, and teacher presence.</p> <p>Pelz used the community of inquiry model (COI) by Archer, Garrison, Anderson, and Rourke ([<reflink idref="bib3" id="ref37">3</reflink>]) to provide a framework for his findings. The COI model features three overlapping circles that represent cognitive presence, teaching presence, and social presence, which together form the educational experience (Archer et al., [<reflink idref="bib3" id="ref38">3</reflink>]). Garrison ([<reflink idref="bib19" id="ref39">19</reflink>]) described the three interconnecting circles of the COI model in terms of cognitive, teaching, and social presence. Cognitive presence can be defined simply as 'ideas' and ideas are facilitated by discussion, discourse reflection, and the active construction of individual meaning (Garrison, [<reflink idref="bib19" id="ref40">19</reflink>], p. 65). Teacher presence provides both structure in terms of the design of online programs as well as leadership attributes such as facilitating and giving direction (Garrison, [<reflink idref="bib19" id="ref41">19</reflink>]). Social presence is not simply reflective of the quantity of interactions or 'serial monologues' (Garrison &amp; Cleveland‐Innes, [<reflink idref="bib20" id="ref42">20</reflink>], p. 144) but rather the quality of the interactions and 'progressive discourse' (p. 145). Social presence can be summed up as inclusion and is considered to be centered in both intimacy and immediacy behaviors that are projected within the online medium (Aragon, [<reflink idref="bib2" id="ref43">2</reflink>]). Successful educators in mediums that are face‐to‐face or online build a sense of community in the classroom, which is tied to 'successful learning outcomes' (Woods &amp; Ebersole, [<reflink idref="bib55" id="ref44">55</reflink>], p. 1). The COI model (Archer et al., [<reflink idref="bib3" id="ref45">3</reflink>]; Garrison, [<reflink idref="bib19" id="ref46">19</reflink>]) acts as a communication medium or a conduit to bridge the gap between both task and interpersonal requirements in terms of cognitive, intellectual, social, affective, and interpersonal aspects. Woods and Ebersole summarized this well in stating 'Interconnectedness [of these aspects is felt to be] at the heart of the online learning experience' (p. 3).</p> <hd id="AN0060429886-4">Methods</hd> <p>The method used in this study was a modification of narrative inquiry. According to Connelly and Clandinin ([<reflink idref="bib11" id="ref47">11</reflink>]), narrative inquiry is the process of gathering information for the purpose of research through storytelling. In this study, participants told their own stories, which became the data for the study.</p> <p>People have told stories to convey values and explore life for centuries. Carter ([<reflink idref="bib9" id="ref48">9</reflink>]) identified stories as a mode of knowing 'particularly suited to explicating the issues' that are relevant to educators (p. 6). As Carter noted, stories illustrate the richness and nuances of meaning in human affairs. We believe that the effective teacher–learner relationship is rooted, at least in part, in the human interaction between the participants in this relationship. The design of this study was also influenced by Elbaz ([<reflink idref="bib16" id="ref49">16</reflink>]), who wrote, 'Story is the very stuff of teaching, the landscape within which we live as teachers and researchers and within which the work of teachers can be seen as making sense' (p. 3). Therefore, we explored exemplary online education using the stories of learners regarding their experiences with online teachers they considered exemplary.</p> <hd id="AN0060429886-5">Conceptual framework</hd> <p>The framework for the analysis of the findings in this study comes from Perry's exemplary classroom educators study ([<reflink idref="bib45" id="ref50">45</reflink>]) and Archer et al.'s COI model ([<reflink idref="bib3" id="ref51">3</reflink>]). The findings related to the exemplary online educator are compared to and contrasted with the qualities of the exemplary classroom educator (Perry, [<reflink idref="bib45" id="ref52">45</reflink>]) and the outcomes are situated within the COI model (Archer et al., [<reflink idref="bib3" id="ref53">3</reflink>]). Additional analysis is provided by integrating other scholarly work such as Kouzes and Posner ([<reflink idref="bib29" id="ref54">29</reflink>]), and Leners and Sitzman ([<reflink idref="bib33" id="ref55">33</reflink>]) into the discussion. Constructivism, which provides a philosophical foundation for the analysis, endorses learner‐centeredness and active learning (Billings &amp; Halstead, [<reflink idref="bib5" id="ref56">5</reflink>]). Learning in this regard is a dynamic process where students and teachers are active participants rather than the students being merely passive recipients of accumulated knowledge (Splitter, [<reflink idref="bib51" id="ref57">51</reflink>]).</p> <hd id="AN0060429886-6">Data collection</hd> <p>The study of exemplary online educators involved questioning graduates of the Master of Health Studies (MHS), Master of Nursing (MN), and the Advanced Graduate Diploma: Advanced Nurse Practitioner (AGD: ANP) programs from a Canadian distance education university who had completed their degree requirements online, to solicit their input about what makes an online educator exemplary.</p> <p>Participants were asked the following question on a survey that was sent to all MHS, MN, and AGD: ANP graduates one month after convocation for the years 2002 and 2003. Potential participants were asked to focus on specific interactions or learning moments they had experienced with online educators they considered met the definition of exemplary. The participants were asked to write a narrative or story of this experience. The wording of the question on the survey was as follows:</p> <p>We seek to recruit and hire faculty who are exemplary online educators. In order to achieve this, we need to have your perspective on what makes online educators exceptional. Please tell us about an incident or interaction you had with a faculty member during your Master's program that you would categorize as an exceptional moment of learning. We are interested in going beyond a list of characteristics of exemplary educators to look at the context and process of these learning moments. Therefore please provide as much detail as possible regarding the interaction. Perhaps you would be able to tell us the 'story' of your learning moment.</p> <p>The stories were written online and returned anonymously. Although there has been discussion in the literature concerning the validity of online data collection, the prevalent opinion suggests that collecting data online, and by telephone and mail produces equivalent results (Deutskens, de Ruyter, &amp; Wetzels, [<reflink idref="bib13" id="ref58">13</reflink>]; Epstein, Klinkenberg, Wiley, &amp; McKinley, [<reflink idref="bib17" id="ref59">17</reflink>]; Knapp &amp; Kirk, [<reflink idref="bib28" id="ref60">28</reflink>]). Thus we are confident that the online data collection approach produced legitimate data. Responses consisted of 9 out of 17 graduates from 2002, and 14 out of 47 graduates from 2003, with a total of 23 participants in the study. The participation rate was 44%.</p> <hd id="AN0060429886-7">Data analysis</hd> <p>The analysis and interpretation of data is one of the most challenging aspects of using qualitative method (Priest, Roberts, &amp; Woods, [<reflink idref="bib46" id="ref61">46</reflink>]). As noted in the methods section, modified narrative analysis was used. Narrative analysis allows for the interpretation of meaning to be made from data that is in story form. This approach allows researchers to attempt to communicate what study participants experienced. In narrative analysis, elements of the narratives (or stories) are organized into common themes.</p> <hd id="AN0060429886-8">Limitations</hd> <p>Qualitative research studies are not intended to be objective. In qualitative research, the investigator becomes the instrument of data collection and analysis. Researchers may inadvertently bias participant responses. For example, questions asked could lead respondents to emphasize certain experiences or ideas. In this study, asking participants questions about their exemplary teachers could be interpreted as presupposing the importance of the teacher in the exemplary educational experience. Further, during analysis researchers may also bias the interpretation of the findings. These limitations are acknowledged. To mitigate this, in this study researchers attempted to hold in abeyance their presuppositions so that the phenomena could be seen as they are, not as they are reflected through preconceptions (Oiler, [<reflink idref="bib41" id="ref62">41</reflink>]). The detailed description of the study method allows readers to determine how research bias may have influenced study outcomes.</p> <p>Qualitative research findings are not generalizable. Aspects of the design, including small sample size, render this a reality. The findings of this study are presented to readers who may, or may not, find them transferable to their experiences. In some situations, readers may find value in the study findings and conclusions, but readers are left to make this assessment.</p> <p>Finally, we acknowledge that there is debate regarding the soundness and validity of the COI model (Akyol et al., [<reflink idref="bib1" id="ref63">1</reflink>]; Rourke &amp; Kanuka, [<reflink idref="bib47" id="ref64">47</reflink>]). With this in mind, we urge readers to view our use of the COI model as a framework for analysis rather than as an authority.</p> <hd id="AN0060429886-9">Findings</hd> <p>The major themes identified in the study are exemplary online educators as <emph>challengers</emph>, <emph>affirmers</emph>, and <emph>influences</emph>. These themes emerged from narratives that were rich in description of how the exemplary online educators affected the learners in these ways. Although they parallel the findings regarding exemplary classroom educators (Perry, [<reflink idref="bib45" id="ref65">45</reflink>]), the way in which the online educators enacted these themes is somewhat different. In challenging, affirming, and influencing the students, exemplary educators did create an effective community of inquiry with strong social, cognitive, and teaching presence. In the following sections, each theme is examined and verbatim excerpts from the narratives are provided to illustrate.</p> <hd id="AN0060429886-10">Exemplary online educators as challengers</hd> <p>These online educators were characterized in many narratives as very demanding teachers with high standards. Students who participated in the study valued the teachers who had high expectations for them, who challenged them to perform at levels that were beyond their own prospects for themselves. The following three excerpts illustrate the theme of exemplary online educators as challengers.</p> <p>I once wrote a brief posting regarding common treatments patients sometimes use at home that are harmless, but that may reflect outdated information and learning needs. The instructor wrote to challenge what evidence I used to deem the treatments 'harmless.' I retrieved it [the evidence], and never forgot her valuing of evidence, and of basing even seemingly harmless statements on evidence.</p> <p>My best experiences with instructors were those where the instructors challenged my thinking or perspective. A couple of the instructors were particularly good at questioning my assumptions and pointing out other views to broaden the perspective of the students.</p> <p>I had one instance where the instructor explained that a paper that I had submitted did not meet my 'usual 'standards. I had indeed had trouble with it and she suggested a rewrite and a chance to submit it again. Initially, I was not looking forward to the extra work but she challenged me to do a more professional job ... I was grateful eventually and expressed that to her. Her feedback was so encouraging and you never wanted to let her down.</p> <p>This finding is similar to a theme from the Perry ([<reflink idref="bib45" id="ref66">45</reflink>]) study of exemplary classroom educators. The participants in that study also valued the instructors who encouraged them to accomplish higher quality work than they believed they were capable of initially. Similar to the online students, the classroom students often were not receptive to the challenging approach initially, but learners who eventually identified this as a desirable quality in their teachers came to value this once they had accomplished what they once did not believe they could.</p> <p>When applying the COI model (Archer et al., [<reflink idref="bib3" id="ref67">3</reflink>]) to this theme it would seem that the challenging teacher would also manifest in a strong cognitive presence, selecting content that would be appropriate for the learners and supporting discourse to engage, question, and challenge learners. The teacher who acts as a challenger authentically requires 'learners to integrate past experience and current knowledge and experience to reflect on and create meaningful connections with course content' (Dole &amp; Bloom, [<reflink idref="bib15" id="ref68">15</reflink>], p. 9). This challenging encourages learning that is highly valued by students as they develop thinking that is both critical and reflective (Ruey, [<reflink idref="bib49" id="ref69">49</reflink>]). Instead of limiting the student to a prescribed realm of knowledge or experience, the instructor, through challenging students, creates an environment where possibilities are expanded and potential is realized (Yoon, [<reflink idref="bib57" id="ref70">57</reflink>]).</p> <p>Kouzes and Posner ([<reflink idref="bib29" id="ref71">29</reflink>]) also validated this finding as they encouraged teacher leaders to challenge learners to try new and innovative approaches. They emphasized the role of teachers in presenting learners with challenging opportunities and then supporting their attempts. Further, Leners and Sitzman ([<reflink idref="bib33" id="ref72">33</reflink>]) reported that students identify online faculty caring as a catalyst to be the 'best I can be' (p. 319). This results in a sense of empowerment for students as they reach toward their goals, their potential, and ultimately their dreams (Lawrence &amp; Sankey, [<reflink idref="bib31" id="ref73">31</reflink>]). When teachers challenge students, it propels them to be more active in their learning, to take responsibility at least in part for their achievements, which is consistent with the constructivist philosophy (Billings &amp; Halstead, [<reflink idref="bib5" id="ref74">5</reflink>]). In summary, students appreciate those teachers who recognize their academic potential and then insist that they reach it. This was the same in the online and classroom learning environment.</p> <hd id="AN0060429886-11">Exemplary online educators as affirmers</hd> <p>The second major theme that emerged relates to exemplary online educators as affirmers. Online instructors who found opportunities to let their students know that they were succeeding in their studies, and encouraged them in their learning, were identified as exemplary by respondents. Specifically, exemplary online educators affirmed students by recognizing their potential, treating them with respect, and recognizing potential problems and taking actions to assist with these. By doing so, the exemplary teachers demonstrated to the learners that they valued them as individuals. This affirmation was identified by respondents as having a positive influence on the learning experience. The following examples illustrate affirmation of learners by instructors recognizing their potential.</p> <p>The best part came when my instructor, whose expertise and wisdom I greatly admired, noted that she had learned something new from the means by which I had presented my understanding of the concepts of nursing theory.</p> <p>I also enjoy being asked to share my work with future students or having input for improving courses.</p> <p>Similarly, the exemplary classroom educators affirmed learners by recognizing their potential (Perry, [<reflink idref="bib45" id="ref75">45</reflink>]). Many of the participants in the classroom educators study wrote about grade school teachers who recognized their potential and brought it to their awareness. One particularly powerful example came from a participant called Helen, who disclosed that she was a very poor and unkempt child but that an exemplary teacher in grade 4 had recognized her ability with reading and had asked her to read for the class. This simple act gave Helen great confidence. Additionally Helen wrote, 'one day my teacher asked me what I wanted to be when I grew up. That was the first time I thought I could be something.'</p> <p>Like outstanding classroom teachers of all levels, exemplary graduate online educators are watchful for clues that certain students show potential and act on these indicators. The result is often an enhancement of worth, self‐esteem, and confidence, which may have a positive impact on the students' learning and on their future. Kouzes and Posner ([<reflink idref="bib29" id="ref76">29</reflink>]) called this affirmation of the learner 'encouragement of the heart' (p. 92). Ways that teachers do this include making it a point to let students know of their confidence in the students' abilities, celebrating students' accomplishments, and publicly recognizing successes (Kouzes &amp; Posner, [<reflink idref="bib29" id="ref77">29</reflink>]). The teacher as an affirmer encourages students in a space where there exists 'affective structure, trust and belonging, warmth ... [and an] unthreatening element,' which further enhances the self‐esteem of students (Volet &amp; Wosnitza, [<reflink idref="bib53" id="ref78">53</reflink>], p. 6).</p> <p>Rovai ([<reflink idref="bib48" id="ref79">48</reflink>]) cited that a heightened sense of self‐esteem as well as the need for meaningful interpersonal relationships with their instructors are critical for student's academic and personal well‐being. Teachers who nurture these types of relationships affirm the worth of their students on a regular basis (Rovai, [<reflink idref="bib48" id="ref80">48</reflink>]). In a sense, the teacher figuratively holds up a mirror to the students and allows the students to visualize and internalize the teacher's reflections and observations, which both invites and facilitates the realization of personal power and autonomy in students (Headley, [<reflink idref="bib22" id="ref81">22</reflink>]; Hult, Dahlgren, Hamilton, &amp; Sölerström, [<reflink idref="bib25" id="ref82">25</reflink>]). Through the teacher's continual offering of this mirror of affirmation, the students' capacity to see and act upon positive reflections increases (Yoon, [<reflink idref="bib57" id="ref83">57</reflink>]).</p> <p>Hult et al. ([<reflink idref="bib25" id="ref84">25</reflink>]) also noted that affirmation or validation serves to augment the students' sense of individual presence and belonging, which in turn increases their capacity to interact with not only the teacher and other students, but also the course content itself. Affirmation in this regard becomes a 'defining feature of educational practice' where not only learning is validated but also the individual as a human being is celebrated and revered (p. 10).</p> <p>As an affirmer, the exemplary teacher also acts as an extrinsic motivator, which in turn enhances the student's self‐efficacy, locus of control, and their ability to self‐affirm (Miltiadou &amp; Savenye, [<reflink idref="bib37" id="ref85">37</reflink>]). Miltiadou and Savenye ([<reflink idref="bib37" id="ref86">37</reflink>]) suggested that motivation supports and encourages the beliefs of students that they have the ability to successfully carry out a task. In essence, the teacher as an affirmer encourages students with 'verbal persuasion' in delivering the message, 'you can do this' (Miltiadou &amp; Savenye, [<reflink idref="bib37" id="ref87">37</reflink>], p. 86). Ruey ([<reflink idref="bib49" id="ref88">49</reflink>]) supported this in that affirmation increases not only confidence but also motivation. The exemplary teacher as an affirmer engages with the student with a presence that is both active and animating (Hult et al., [<reflink idref="bib25" id="ref89">25</reflink>]).</p> <p>The study of exemplary online educators also revealed that treating learners with respect provides positive affirmation and enhances the online educational experience. For example, one respondent said:</p> <p>Sometimes I thought my peers were rejecting or ignoring my ideas or focusing on non‐course content (e.g. seemingly unrelated work life issues). At these times, encouragement and validation by the instructor was validating and uplifting. Validation of student needs and respect helped me to stay committed to the long hours of study.</p> <p>The first was in a particularly difficult semester for me and I had to be away for ten days and the instructor was very accepting of this fact and assured me that catching up could be done later. At the time that I was to leave (several weeks after I had notified her) she sent me an email to wish me well and to enjoy my time away and not to worry about catching up. I was able to take the much needed break and came back with renewed interest and enthusiasm. I felt that this demonstrated a true interest in me in this otherwise seemingly cold impersonal learning. It gave me much more of a feeling that she wasn't just doing her job but that she cared about the students as people and that our learning was also important to her.</p> <p>Affirmation and encouragement from faculty are of great significance to students: a 'tone of appreciation' communicated through instructors' writings provides a necessary degree of positive encouragement and support to their online students (Leners &amp; Sitzman, [<reflink idref="bib33" id="ref90">33</reflink>]).</p> <p>A final example illustrates how exemplary online educators in this study recognized a potential problem common for adult learners who are balancing competing priorities in their lives. By acknowledging their complex and often demanding life reality, the exemplary online teachers made the learners feel valued; thus enhancing the learning experience. One respondent wrote:</p> <p>I appreciated being able to ask for flexibility in scheduling of assignments and deadlines on several occasions with different instructors to meet my personal needs. This reduced stress and stress reduction certainly helps to improve readiness for learning.</p> <p>In a similar way, the exemplary classroom educators in the Perry ([<reflink idref="bib45" id="ref91">45</reflink>]) study used the strategy of recognizing potential problems students were experiencing and acting on these as a means of affirming learners. In one example from the classroom study, a participant reported that her most influential teacher had noted her dropping grades throughout the year (Perry, [<reflink idref="bib45" id="ref92">45</reflink>]). As a result of recognizing this potential problem, the teacher had taken the student aside to seek reasons for this change. The teacher had then been able to assist the student to find appropriate resources to assist her with resolving the personal issues that were interfering with her success in the classroom. The student had experienced this active intervention on the part of the teacher as caring about her and affirming of her worth as an individual.</p> <p>Although the online study participants did not mention precisely parallel interventions by their instructors into their personal situations, respondents did identify the importance of the online educators recognizing high stress levels that were interfering with learning and then taking action to reduce this stress.</p> <p>Similarly Kouzes and Posner ([<reflink idref="bib29" id="ref93">29</reflink>]) presented a category called 'enabling others to act.' The actions contained within this theme also endorse the strategy of problem identification and active intervention on the part of the teacher (Kouzes &amp; Posner, [<reflink idref="bib29" id="ref94">29</reflink>]). These same authors emphasize the importance of treating others with respect and dignity in achieving positive educational outcomes, which would seem an underlying requirement for affirmation of another.</p> <p>In looking at the COI model (Archer et al., [<reflink idref="bib3" id="ref95">3</reflink>]), there is also support for the importance of the online instructor creating a climate of respect. Setting climate, the intersection of the larger components of the social presence and teaching presence elements of the model, seems to be a critical component of the exemplary online teachers' responsibility. A climate that is respectful of all is central to the exemplary learning experience. A respectful learning milieu is also central to constructivist philosophy. Such an educational environment is conducive to education being a dynamic process where students feel confident being active participants. Education becomes a two‐way experience, and as such more effective (Splitter, [<reflink idref="bib51" id="ref96">51</reflink>]). Pelz ([<reflink idref="bib44" id="ref97">44</reflink>]) also commented on the idea that respect is central to the outstanding learning environment. She specifically suggested that respect is demonstrated when 'the learner is, for the most part, in charge of what gets learned' (Pelz, [<reflink idref="bib44" id="ref98">44</reflink>], p. 33). When learners are respected and affirmed the learning environment, whether face‐to‐face or virtual, seems to be enhanced.</p> <hd id="AN0060429886-12">Exemplary online educators as persons of influence</hd> <p>Exemplary online educators are persons of influence. This was the final theme identified. Study participants recalled stories illustrating that the exemplary online teachers had greatly influenced them. Participants noted that the expertise of the teacher in a particular subject area combined with the strong online presence of the instructor were specific ways in which online instructors become persons of influence. The power of the content and process expertise of the instructor is illustrated in the following examples.</p> <p>My best 'learning moments' often occurred as I was struggling to grasp a complex concept and the instructors provided clarity through the use of practical examples.</p> <p>Professor X's feedback on my assignment – publication of article, stands out as a 'special learning occasion.' Her method of putting together feedback in a positive format would stay with me for the rest of my life. Although I received an exceptional mark, the feedback was so well documented that I think Dr. X can instruct other instructors on how to give feedback.</p> <p>Examples of strategies used by online instructors to convey their presence follow. Participants noted that the sensed presence of their virtual instructors was a major contributor to their success in the online course.</p> <p>She would send you a little email just out of the blue to let you know you were on track.</p> <p>Another instructor similarly demonstrated how she thought of us as real people was in the way that she would send thoughts of the day/week or season. These were closely timed with times of high stress obvious by the type of conversation in the forums, when the subject matter was more difficult to grasp or the times when assignments were due. It lessened the stress, which for me, led to a better performance.</p> <p>Pelz ([<reflink idref="bib44" id="ref99">44</reflink>]) also suggested that online educators must 'strive for presence' in order to be effective (p. 34). Leners and Stizman ([<reflink idref="bib33" id="ref100">33</reflink>]) reported that the higher the frequency of use of feedback and personal email interactions, the more students felt cared for by their online faculty. Jelfs, Richardson, and Price ([<reflink idref="bib26" id="ref101">26</reflink>]) echoed this sense of students feeling cared for in that effective online teachers also engage in a 'pastoral care' role by being cognizant of the needs of their students in terms of exhibiting caring behaviors, sympathy, a sense of concern for well‐being, as well as understanding the problems and difficulties that students face. Students also desire that faculty know them personally and that they have a sense of who the faculty members are as people. One student spoke of finding a 'chord of harmony' with the instructor that allowed them to be visible to each other as people (Leners &amp; Stizman, [<reflink idref="bib33" id="ref102">33</reflink>], p. 315).</p> <p>Archer et al. ([<reflink idref="bib3" id="ref103">3</reflink>]) in the COI model suggested that online discussion responses that enhance the virtual presence of the instructor fall into one or more of three categories: social presence, cognitive presence, or teaching presence. Specifically, social presence is 'When participants in an online course help establish a community of learning by projecting their personal characteristics into the discussion – they present themselves as "real people"' (Archer et al., [<reflink idref="bib3" id="ref104">3</reflink>], p. 94). When exemplary teachers present themselves as being real or authentic, social presence is achieved through the process of inviting students to see teachers as individuals and as human beings. With this in mind, approaches can be used that 'invite – rather than distance – the students' (Yoon, [<reflink idref="bib57" id="ref105">57</reflink>], p. 517). Social presence in the COI model can be affective (expression of emotion, feelings, and mood), interactive (evidence of reading, attending, understanding, thinking about other's responses), or cohesive (responses that build and sustain a sense of belongingness, group commitment, or common goals and objectives) (Archer et al., [<reflink idref="bib3" id="ref106">3</reflink>]). Thus, the exemplary online educator can establish a virtual presence and become a person of influence through a variety of ways that may be reflective of the individual teaching style or the needs of particular learners.</p> <p>In a similar manner, exemplary classroom educators were described as having the power of presence (Perry, [<reflink idref="bib45" id="ref107">45</reflink>]). Classroom presence differed from online presence only in the ability of the educator to use physical props or staging to establish a positive and remarkable classroom presence. It is possible that online instructors use different types of tools to create a positive virtual classroom environment.</p> <p>A constructivist philosophy supports teachers being persons of influence. Although this belief system emphasizes the interplay between teachers and learners, the educators remain responsible for initiating the two‐way interactions and mutual learning experience. The educator, as a person of influence, role‐models the constructivist philosophy and in doing so sets the tone for an educational experience that embraces this approach.</p> <p>This theme is, at least to some extent, circular. That is, exemplary teachers influence students, and to influence students, teachers strive to be exemplary. Does one or the other come first or is there a phasing to each, with teachers gradually learning and becoming more skilled and more influential over time and through experience? This is a topic for further research.</p> <hd id="AN0060429886-13">Emerging themes</hd> <p>As the analysis phase of this study continues, there are several themes beginning to emerge that require additional data for support. For example, there is data related to the theme of <emph>learning with</emph>. Some narratives convey that online students feel very positive when the teacher–learner relationship involves a mutual learning experience. This reciprocity in the teacher–learner relationship will be explored in depth in a follow‐up study. An example of the emerging concept of learning with follows:</p> <p>In one of the courses the instructor was openly honest about how much she was learning from each of us during our conference dialogues and assignments. What struck me about this was how important it is for the instructors to guide, share and participate and not to assume or present themselves as being the authority on a subject.</p> <p>The Archer et al. ([<reflink idref="bib3" id="ref108">3</reflink>]) concept of cognitive presence may capture some of this emerging theme of learning with. According to Archer et al., the online instructor establishes cognitive presence by introducing factual, conceptual, and theoretical knowledge into the discussion. In doing so, a sustained discussion results. What may be missing for the Archer et al. concept of cognitive presence is the reciprocal nature of the experience. Ruey's study ([<reflink idref="bib49" id="ref109">49</reflink>]) supported this concept of cognitive reciprocity existing in online learning in that learning can come about on the part of the instructor as a result of their engagements with students. The learning then has the ability to be transformational for both the student and the educator (Boyer, Maher, &amp; Kirkman, [<reflink idref="bib6" id="ref110">6</reflink>]) as they become 'intellectual partners' (Huang, [<reflink idref="bib24" id="ref111">24</reflink>], p. 30).</p> <p>Perhaps in meaningful discourse there is a responsibility on the part of both the teacher and the learner to contribute knowledge in the form of examples, quotations, references, and insights to the conference exchange. In doing so, sustained discussion that is rich in quality as well as duration, is more likely to result. Carr‐Chellman and Duchastel ([<reflink idref="bib8" id="ref112">8</reflink>]) noted that sustained discussion allows the learning community as a whole to engage in a process of continuous and fluid 'intellectual exchange' (p. 153), which is not dependent or constricted by the role of being a student or a teacher. Rather, the discussion becomes one of 'immersive virtual interactivity' (Muirhead &amp; Juwah, [<reflink idref="bib40" id="ref113">40</reflink>], p. 13) where the intellectual exchange allows the opportunity for teacher and student to become co‐creators of knowledge, which further encourages the flow of information and ideas to be multi‐directional. This can be very profitable to all members of the learning community as teachers and students learn from and with each other (Carr‐Chellman &amp; Duchastel, [<reflink idref="bib8" id="ref114">8</reflink>]). The interactional milieu then is not only 'rich' and 'vibrant' (Muirhead, [<reflink idref="bib39" id="ref115">39</reflink>]) but also personally relevant (Muirhead, [<reflink idref="bib39" id="ref116">39</reflink>]; Muirhead &amp; Juwah, [<reflink idref="bib40" id="ref117">40</reflink>]). This theme of learning with requires further exploration in our forthcoming research.</p> <p>Finally, the investigators have given thought to the actual value of this study that attempts to describe the making of an exemplary online educator. Many skills, behaviors, and attitudes that seem consistent with being an outstanding online teacher are directly or indirectly presented. The question remains, does merely emulating these make someone an exemplary teacher? We attempted to go beyond presenting what could be interpreted as a recipe for being effective by including descriptions that provide readers the opportunity to do their own analysis of the data and draw their own conclusions. Perhaps through individualized interpretations, educators striving to be exemplary are able to go beyond reading a list of valued skills, behaviors, and attitudes to more fully understanding what it means to be an exemplary online educator. Becoming an exemplary online teacher is more than the sum of its parts.</p> <hd id="AN0060429886-14">Conclusion</hd> <p>This study focused on understanding exemplary online educators with the goal of discovering what teaching approaches and strategies used by these instructors are identified by their students as being exceptionally effective and how this compared to the approaches used by exemplary classroom educators. It appears that many strategies used by exemplary educators who teach face‐to‐face can be transposed to the online teaching environment with similar positive results. Specifically, there is a need for educators, whether classroom or online, to challenge and affirm the personal worth of learners. Exemplary teachers likely do this through establishing strong, positive presence in the educational environments whether it is classroom or online. The components of the COI model – cognitive presence, teaching presence, and social presence – provide a framework around which the ways of establishing influence can be discussed (Archer et al., [<reflink idref="bib3" id="ref118">3</reflink>]). Further investigation of the emerging theme of learning with is a recommendation of this study.</p> <p>From what we have learned so far in this research, it would seem that the sometimes purported beliefs that it is difficult to create a shared community online and that online instructors have less opportunity to influence learners might not be the case. Although online teachers experience similar challenges as those found in traditional face‐to‐face classrooms (Oliver, Osborne, &amp; Brady, [<reflink idref="bib42" id="ref119">42</reflink>]), the unique features of the online classroom highlight a sense of both power and empowerment. In online communities, there can be great power found within the virtual world to influence and not only 'enhance teaching and learning' but enrich the lives of the individuals who interact within that environment (Lawrence &amp; Sankey, [<reflink idref="bib31" id="ref120">31</reflink>], p. 1).</p> <p>Pelz ([<reflink idref="bib44" id="ref121">44</reflink>]) concluded: 'I find that online students bond earlier and "better" than students sitting in the same classroom' (p. 40). The work on creating a community of inquiry by Archer et al. ([<reflink idref="bib3" id="ref122">3</reflink>]) also supports that an exemplary online educator can, through social, teaching, and cognitive presence, facilitate a highly effective online educational experience – one that not only increases motivation and communication and expands a varied range of skills and intellectual development, but also integrates pedagogy with technology in ways that creatively enhance that experience (Muirhead &amp; Juwah, [<reflink idref="bib40" id="ref123">40</reflink>]). Although Oliver et al. ([<reflink idref="bib42" id="ref124">42</reflink>]) and Jelfs et al. ([<reflink idref="bib26" id="ref125">26</reflink>]) denoted specific competencies that are markers of effective online teachers, one conclusion that seems to be clear is that an exemplary teacher, whether online or classroom based, seems to depend on more than possessing a list of required attributes or a list of necessary ingredients. The findings of this study, combined with supporting literature, have the potential to assist those who teach courses online to improve their teaching effectiveness; thus creating exceptional educational environments that will enhance student learning. As the use of online delivery as a method of teaching grows, so does interest in effective teaching and learning using this method.</p> <p>Online course delivery is here to stay. Thus additional research aimed at providing further information about how the instructor can positively influence the learning experienced by the student should be a priority. The next phase of this study is underway involving a much larger sample of online students. A richer and fuller description of the phenomena will be sought by augmenting the questionnaire with interviews of selected participants.</p> <p>Still many questions remain unanswered. For example, there is a possible tension between the first theme, the educator as a challenger, and the educator in the affirmer role. Can teachers successfully simultaneously challenge learners and affirm them? Will affirmation from a teacher who has critiqued a learner be received as authentic? How can the teacher create a foundation of trust that facilitates the giving and receiving of challenge and affirmation? These questions go beyond the scope of this study but are of interest for further research.</p> <p>Perhaps some of what has been learned about excellence in online education is encapsulated in this participant's comments: 'Having a good educator can be likened to the experience of having a fine wine. Your senses are stirred but not assaulted leaving you wanting more and recalling the experience with pleasure.' This study provides a preliminary description of the approaches and strategies used by exemplary online educators. This knowledge can be used in the recruitment, selection, and orientation of new faculty members and in the ongoing coaching and development of current faculty with the overall goal of a high quality of online education.</p> <hd id="AN0060429886-15">Notes on contributors</hd> <p>Margaret Edwards is a professor and associate dean in the Faculty of Health Disciplines at Athabasca University in Canada. Her research interests focus around exemplary online education.</p> <p>Beth Perry is an associate professor in the Faculty of Health Disciplines at Athabasca University in Canada. Exemplary nursing care and online teaching are her research interests.</p> <p>Katherine Janzen is employed as a registered nurse by Alberta Health Services and as a clinical teaching scholar at Mount Royal University, Canada. She is a graduate student at Athabasca University. 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| Items | – Name: Title Label: Title Group: Ti Data: The Making of an Exemplary Online Educator – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Edwards%2C+Margaret%22">Edwards, Margaret</searchLink><br /><searchLink fieldCode="AR" term="%22Perry%2C+Beth%22">Perry, Beth</searchLink><br /><searchLink fieldCode="AR" term="%22Janzen%2C+Katherine%22">Janzen, Katherine</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Distance+Education%22"><i>Distance Education</i></searchLink>. 2011 32(1):101-118. – Name: Avail Label: Availability Group: Avail Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 18 – Name: DatePubCY Label: Publication Date Group: Date Data: 2011 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22College+Graduates%22">College Graduates</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Conventional+Instruction%22">Conventional Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Web+Based+Instruction%22">Web Based Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Universities%22">Virtual Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22College+Instruction%22">College Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation+of+Teacher+Performance%22">Student Evaluation of Teacher Performance</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1080/01587919.2011.565499 – Name: ISSN Label: ISSN Group: ISSN Data: 0158-7919 – Name: Abstract Label: Abstract Group: Ab Data: What does it take to be an effective online educator? Can those who teach successfully face-to-face be equally effective online? This article details a descriptive qualitative research study of students' perspectives regarding qualities of exceptional online educators. Participants described interactions they had with online teachers they considered exemplary. Thematic analysis reveals qualities of exemplary online teachers. The article compares findings on excellence in online teaching with findings from an earlier study focused on exemplary face-to-face educators. Similarities and differences between exemplary online teachers and exemplary face-to-face teachers are explored. Findings reveal exemplary online and face-to-face teachers challenge and affirm learners, establish clear classroom presence, and are persons of influence. The findings inform online teachers. Questions for further research are suggested. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 58 – Name: DateEntry Label: Entry Date Group: Date Data: 2011 – Name: AN Label: Accession Number Group: ID Data: EJ923812 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/01587919.2011.565499 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 101 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Graduate Study Type: general – SubjectFull: College Graduates Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Teacher Characteristics Type: general – SubjectFull: Conventional Instruction Type: general – SubjectFull: Distance Education Type: general – SubjectFull: Electronic Learning Type: general – SubjectFull: Web Based Instruction Type: general – SubjectFull: Student Surveys Type: general – SubjectFull: Virtual Universities Type: general – SubjectFull: Comparative Analysis Type: general – SubjectFull: College Faculty Type: general – SubjectFull: College Instruction Type: general – SubjectFull: Student Evaluation of Teacher Performance Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: The Making of an Exemplary Online Educator Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Edwards, Margaret – PersonEntity: Name: NameFull: Perry, Beth – PersonEntity: Name: NameFull: Janzen, Katherine IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 0158-7919 Numbering: – Type: volume Value: 32 – Type: issue Value: 1 Titles: – TitleFull: Distance Education Type: main |
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