Reflection
I agree that the pedagogical role is highly ranked in most cases because it focuses primarily on knowledge and instruction taught through various methods and seeks to support students throughout the process. The pedagogical role goals are the same in online and face-to-face teaching, but the approach differs. For example, discussion boards and break-out rooms encourage discussion in an online environment, whereas face-to-face discussions are promoted on the spot within the physical setting. Secondly, supporting individual learning online is challenging because instructors cannot see whether students grasp the content or are interested in it as they usually would in a physical setting from reading facial expressions. Furthermore, students likely have to set up meeting times online to receive individualistic support, whereas, in a physical setting, they can ask questions during break or after class. Additionally, motivating students online differs from encouraging students in person because the energy might not come off the same way, as we lack warmth, comfort, and connection in an online setting. In both cases, the material is designed strategically to best support students and feedback is provided regularly, but ultimately, the tools are used differently.
Philosophy
My teaching philosophy is to remain flexible, approachable, inclusive and creative. When I share content with my students, I want them to learn from different resources (games, videos, guest speakers) to keep the class engaged and meet the different learning styles for students (visual, auditory, kinesthetic). Students will have varying emotions, experiences, and strengths in their online courses, making it essential to remain approachable so that they can share their concerns comfortably and feel supported throughout the process. I hope to lead by example, especially as a nurse, because I cannot expect the same from students if I do not feel confident about the knowledge I share or show. Teaching online and/or in person does not differ drastically. At the end of the day, both ways of teaching should enhance critical thinking, share valuable content in a clear manner and make the learning environment positive and supportive.
References
Bailie, J. L. (2011). Effective online instructional competencies as perceived by online university faculty and students: A sequel study. MERLOT Journal of Online Learning and Teaching, 7 (1), 82. Retrieved from “http://jolt.merlot.org/vol7no1/bailie_0311.pdf”
Carleton University. (2017). Teaching Online and Teaching Face-to-Face [Video file]. Retrieved from “https://mediaspace.carleton.ca/media/Teaching+Online+and+Teaching+Face-to-Face/0_cor94y41”
Carril, P. C. M., Sanmamed, M. G., & Sellés, N. H. (2013). Pedagogical roles and competencies of university teachers practicing in the e-learning environment. The International Review of Research in Open and Distributed Learning , 14 (3), 462-487. Retrieved from “http://www.irrodl.org/index.php/irrodl/article/view/1477”
University of Saskatchewan. (2012). Teaching online vs. face-to-face [Video file]. Retrieved from “https://youtu.be/KGERvPmGLd4”
