The Risks Of Untrained Online Faculty: Why Institutions Must Take Responsibility

Untrained Online Faculty: Risks And Implications

Online learning has become increasingly popular among higher education institutions for years. However, the rapid shift to online learning due to the COVID-19 pandemic has highlighted the importance of faculty training and preparation for teaching in the virtual classroom. The question arises: What happens when an untrained and unprepared faculty member teaches online? This article will discuss this scenario’s potential consequences and implications.

Questions And Answers On The Risks Of Having Untrained Online Faculty

1. Is Having Untrained Online Faculty That Bad?

Yes! It can be. Teaching online requires different skills and expertise than traditional classroom instruction. An untrained and unprepared faculty member may need help to engage students, create effective assessments, or utilize the technology necessary for online learning. This can lead to low student satisfaction, poor academic performance, and low retention rates.

In addition, untrained faculty members may be unaware of the best practices for online teaching, such as creating a sense of community among students or utilizing active learning strategies in the virtual classroom. This can result in a lack of engagement and participation from students, which can negatively impact their learning outcomes.

2. Whose Responsibility Is It To Ensure They Are Trained Before Teaching Online For The First Time?

The responsibility for ensuring that faculty members are trained and prepared for online teaching falls on the higher education institution. Institutions must provide adequate resources and training opportunities for faculty members to learn how to teach effectively in an online environment. This includes training on the use of technology, online pedagogy, and best practices for engaging and supporting students in the virtual classroom.

Institutions must recognize that the shift to online learning is a significant change for faculty members accustomed to traditional classroom instruction. Therefore, institutions must provide ongoing support and training opportunities to help faculty members adapt to the new environment and feel confident in their ability to teach online effectively.

3. Why Should Faculty Complete Training To Teach Online?

Faculty may argue that they were not required to complete training before teaching in the class, so why should they complete training to teach online? While it is true that not all institutions require training for traditional classroom instruction, teaching in an online environment presents a unique set of challenges and requires a different skill set. Faculty members accustomed to teaching in a traditional classroom may need to gain the necessary skills and knowledge to teach in an online environment effectively. Therefore, completing training specific to online teaching is necessary to ensure that faculty members are prepared and equipped to provide a high-quality learning experience for their students.

Furthermore, institutions are responsible for ensuring that all faculty members provide a consistent and quality education to their students. This includes ensuring that faculty members are adequately prepared and trained to teach in the online environment.

4. What Happens When Faculty Doesn’t Adjust Their Course For Online Delivery?

Transferring a face-to-face course to an online format without making necessary adjustments can lead to a poor student learning experience. Online learning requires a different approach to course design and delivery, and a lack of adjustment to the content can result in a lack of engagement and poor academic performance among students.

For example, online courses often require more active learning strategies, such as group discussions, peer review, and collaborative projects, to keep students engaged and motivated. If a faculty member transfers their face-to-face course content to an online platform without incorporating these elements, students may become disengaged and fail to meet learning outcomes. In addition, unadjusted content may not be accessible to all students. Online courses must be designed with accessibility in mind to ensure that all students, including those with disabilities, can access and engage with the content.

Conclusion

Teaching online requires a different skill set and approach than traditional classroom instruction. An untrained and unprepared faculty member may need help to engage students effectively, create effective assessments, or utilize the technology necessary for online learning. This can result in a poor student learning experience and negative outcomes, such as low retention rates and poor academic performance. Institutions are responsible for providing adequate training and support to ensure faculty members are prepared and equipped to teach online. This includes training on the use of technology, online pedagogy, and best practices for engaging and supporting students in the virtual classroom.

Furthermore, faculty members must recognize that teaching in an online environment requires a different set of skills and expertise than traditional classroom instruction. Completing training specific to online teaching is necessary to ensure that faculty members are adequately prepared and equipped to provide a high-quality learning experience for their students. Lastly, transferring face-to-face course content to an online platform without making necessary adjustments can lead to a poor learning experience for students. Online courses require a different approach to course design and delivery, and a lack of adjustment to the content can result in a lack of engagement and poor academic performance among students.

In conclusion, teaching in an online environment requires preparation and training to ensure faculty members have the skills and expertise to provide a high-quality learning experience for their students. Institutions must provide ongoing support and training opportunities to help faculty members adapt to the new environment and feel confident in their ability to teach online effectively. Faculty members must recognize the unique challenges and adjust their teaching practices accordingly to ensure that students receive a quality education in the online environment.