It is of little surprise that the development and facilitation of course material is viewed as the most important role of the online instructor, but to see it as merely that does a disservice to both instructor and learner. While the creation of the activities to be completed and evaluated throughout a course does not give an accurate or adequate picture of what the role of the online instructor truly is within the online education sphere.

Online instructors need to work hard to create spaces for both themselves and learners to connect with each other and form communities and areas of support. As there may not be a physical space shared by all participants in which community can be created organically, online instructors need to think outside the box to find ways to achieve the desired result. This can involve its fair share of trial and error, even between sections of the course. Facilitation of these community spaces is a continuous chore that can have a negative impact if not handled properly.

Organization of delivery and reception of assessments also falls on the shoulders of the online instructor to have available before the beginning of the course. There is little opportunity for the spontaneous creation of assessments. Small alterations may be possible, but larger ones need to wait until the end of the course. This requires foresight and a clear outcome of all assessments.

Clarity of expectations in all aspects of the course must be presented at the onset of the course and continually reinforced for the duration. This can pose a challenge as all the details must be communicated either asynchronously or when the best time arises. Instantaneous feedback is not always possible, leaving timely the only option.

The role of the online instructor requires more out of the box thinking in order for learners to be successful.  The role contains more facets than traditional delivery as the instructor needs to, almost, be a school unto themselves.

My own teaching

Creation of an online community with learners that most often need face-to-face facilitation poses the largest hurdle to my growth as an online instructor. Many of the learners within my schools need varying levels of support, especially in the social-emotional realm. The inability to see and respond to nonverbal cues and ask questions with near immediate answers increases the difficulty. Finding suitable methods of differentiation for skill levels and intellectual abilities remains the most important role within my position as an online instructor.