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"FEATURES OF ONLINE TEACHING"

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NDMU Graduate School October 2020

Professor: Noemi B. Silva, PhD

Features of Online Teaching ​Venscent G. Gegone,
MAEd.

“FEATURES OF ONLINE TEACHING”

Venscent G. Gegone, MAEd

ABSTRACT
Online Teaching or online instruction has been popularized nowadays, not only
the present situation but because Technological development necessitates the need to
adopt new Learning Delivery Modalities (LDMs) where normal traditional face-to-face
instructional styles do not work. This paper “Features of Online Teaching” focuses on
describing the learning experiences in this learning style. Further this paper will give
insight on the issues on motivation and management and ecology of online instruction.
This paper also discusses the future implications of this teaching mode.

KEY WORDS: online teaching instruction, online learning, classroom management,

online learners, Learning Delivery Modalities (LDMs)

INTRODUCTION

Online teaching is one of the modalities today that has been popularized by the
occurrence of the worldwide pandemic CORONA-virus (WHO, 2020), and one of the
Learning Delivery Modalities (LDMs) specified by the DepEd as Distance Learning
Modes (Llego, 2020). Online teaching modalities as a delivery mode for learning has
never been a new concept in our country, in fact, some of our top notch universities had
already been using this kind of modality in accomplishing some of their degree programs
offered to higher education students particularly in post graduate courses, and adult
education programs. In our country, the use of online instruction or online teaching in
secondary basic education for government high schools is a new concept to be learn by
other teachers in the workforce, as well as a new skill to learn for most of our teachers in
the DepEd.
In relation to this significant importance of this new teaching style, this paper has
recognized the need to account and outlay the fundamental knowledge, regarding some
important features of this teaching and learning styles such as its motivation and

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

management, teaching pedagogies and theories, advantage and disadvantages, and its
ecology. This also will give foresight of this field and discuss such significance.

Objectives
The main objectives of this paper “Features of Online Teaching” are of the
following:
1) To discuss what is an online teaching and its definition.
2) Discuss the what teaching pedagogies and teaching-learning theories in use in this
delivery of learning.
3) To present features of this teaching style particularly talking about its motivation
and management.
4) Discuss some advantages of this teaching style over the traditional instruction.
5) Present the future of teaching of this teaching style or approach.

MAIN BODY OF THE REPORT

Definition

Online Instruction is a teaching that takes place over the internet. It is referred to
as “e-teaching”, online teaching, and “e-learning” among other terms. Actually, there are
a lot of other terms associated with this term which connotes the same. However, online
teaching is just one of those Distant Learning Modalities (DLM) or Learning Delivery
Modalities (LDMs) which is called Online Distance Learning (ODL), which by its name
connotes not learning in traditional teaching in a classroom but considered as distant type
of instruction. For some technologically advanced countries, this learning approach has
several types available at the present (Stern, 2019), this includes: Correspondence
Courses: conducted through regular mail with little interaction, Telecourses: where
content is delivered via radio or television broadcast, CD-ROM Courses: where the
student interacts with static computer content, Online Learning: Internet-based courses
offered synchronously and/or asynchronously.Mobile Learning: by means of devices
such as cellular phones, PDAs and digital audio players (iPods, MP3 players). But, far

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

more popular on this form is online learning. According to the Sloan Consortium,online
enrollments continue to grow at rates faster than for the broader student population and
institutes of higher education expect the rate of growth to continue increasing.

Issues and Perception (Traditional vs Online Teaching)

Technological developments require faculty members to consider new ways to

prepare, organize, deliver, and assess courses and learning materials for online teaching
(Pagliari, Batts, & McFadden, 2009; Sorcinelli & Austin, 2006). There is an idea that the
competencies required to teach online are not substantially different from those needed to
teach face-to-face; it is assumed that a faculty member’s past teaching experience serves
as foundation to teaching online (Wray, Lowenthal, Bates, & Stevens, 2008). Some
researchers disagree with this idea and explain that teaching in the online modality is
different from teaching in the classroom and that the online faculty member’s role is
different from that of a faculty member teaching in the classroom (Ko & Rossen, 2017;
Wray et al., 2008). Online faculty focus on instructional time and space, virtual
management techniques, and the ability to engage students through virtual
communication (Easton, 2003).

Learning Pedagogies and Learning Theories Perspective

Online teaching perspective to learning theories had ushered trends in the

pedagogies on how to teach and learn (Stern, 2019). Apparently, this teaching approach
ushered the shift away from top-down lecturing and passive students to a more
interactive, collaborative approach in which students and instructors co-create the
learning process. The Instructor’s role is changing from the “sage on the stage” to “the
guide on the side.”
Constructivism​. This learning theory is related to this theory. This theory
maintains that people actively construct new knowledge as they interact with their
environment. This is a student-centered approach in which students “co-create” their
learning experience. This approach empowers students as active learners instead of just

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

passive recipients absorbing information and reproducing it for standardized tests.

Derived from the work of Swiss philosopher, Jean Piaget, constructivism emphasizes:
• The learner as a unique individual.
• The relevance of the learner’s background and culture.
• Increased responsibility for learning belongs to the student.
• Motivation for learning comes from successful completion of challenging tasks.
• Instructors as facilitators helping learners develop their own understanding of content.
• Learning is an active, social process.
• The dynamic interaction between task, instructor and learner. Synergy!
Collaboration​. Online learning environment features this type of strategy, the
collaboration. Collaboration is something that you want others to work into and with a
particular discussion engaging them in a cooperative environment where everyone
contributes into one particular goal or learning task. As an instructor, you focus on the
experiences that would best generate learning from the learner's point of view, rather than
just publishing and assessing the information you think they need to know. Each
participant in a course can and should be a teacher as well as a learner. Your job changes
from being the sole source of knowledge, to being a guide and role model. You connect
with students in ways that address their own learning needs by moderating discussions
and activities in a way that collectively leads students towards the larger learning goals of
the class.
Constructionism​. This learning idea asserts that learning is particularly effective
when constructing something for others to experience. This can be anything from a
spoken sentence or an internet posting, to more complex things like a painting or a
presentation. As an example, this refers to the concept that one might get from looking,
reading, and explaining particular ideas in his own understanding, thereby gaining deeper
and more integrated understanding from your own idea.(Stern, 2019).

Motivation and Motivation Management

Motivation​. The impact of the online learning modality on motivation in the

classroom is that it gives a different perspective on the view of motivation itself.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

Motivation in an online setting has two categories, extrinsic and intrinsic motivation
(Selvi, 2020). According to her Intrinsic motivation is a kind of internal energy coming
from the individualistic base that supports interest, self-requirement, self-determination,
self-regulation, and autonomy of learning. Extrinsic motivation can be defined as external
factors that stimulate learners and these external factors can be behaviors of teachers,
learning topics, learning-teaching strategies, teaching-learning process, interaction
between the students and teachers and so on. According to her, factors of motivation in
online courses among higher education students were the learning-teaching process,
competencies of instructors, participants’ attention, online learning environment/technical
infrastructure and time management affect motivation in the online courses (Selvi,2009).
She further added that factors such as online learning environment/technical
infrastructure, learning-teaching process and measurements and evaluation should
increase their motivation. In addition, Stanford (2016) in order to motivate students
online, one must provide opportunities for students to personally connect to the subject
matter; have students set their own goals; set up a system for self-monitoring and
progress-tracking; encourage students to collaborate with you on the syllabus or course
reading material; and act as the facilitator, rather than transmitter, of information,
Stanford added.

Classroom ecology management​. Classroom ecology and management in an

online setting should be varied and quite different from the traditional instruction since
because teacher and learners are remote from each other, this means events in the
learning process have to occur though simultaneously but occur remotely within both
roles. According to one of the online courses in Canva Network, that guidelines for
online classroom management should consider (1) you may want to set the tone and the
level of expectations. If you model well written, concise, and properly spell-checked
messages, it would be easier for you to require the same from your students.(2), it would
be helpful for your students in keeping their motivation level up if you chunk all readings
into smaller paragraphs that contain one main idea. Keeping things short and simple
(KISS) is always a good idea.(3), keep the content of your course well organized. If your
students do not have to search around for things, their frustration level stays low. Finally

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

(4), manage your discussion forums. Too many threads will make online learning
frustrated. Balance between student-centered and instructor-centered activities.(Canva
Network, 2020). Consequently, Gawron (2017) suggests nine suggestions to take into
consideration to be of help in extending classroom management online. These includes,
build community and create an engaging environment, curate answers in an organized
way, be present, establish norms for office hours and video conferencing, don’t group
randomly, teach about plagiarism, don’t shy away from difficult conversations, and
lastly use various means to contact participants.(Gawron et al, 2017).

Benefits of Online Teaching and Learning

The most obvious benefit of online teaching and learning approaches are the
hassle of getting into class physically. This means that this meets the needs of the
ever-growing population of online learners who cannot and prefer not to participate in the
traditional classroom settings. According to Stern (2019), these learners include those
unable to attend traditional classes, who cannot find a particular class at their chosen
institution, who live in remote locations, who work full-time and can only study at or
after work, and those who simply prefer to learn independently.
The main advantage of the online learning includes:
❖ Convenience​: 24/7 access from any online computer; accommodates busy
schedules; no commuting, no searching for parking.
❖ Enhanced Learning​: Research shows increased depth of understanding and
retention of course content; more meaningful discussions; emphasis on writing
skills, technology skills,and life skills like time management, independence, and
self-discipline.
❖ Leveling of the Playing Field​: Students can take more time to think and reflect
before communicating; shy students tend to thrive online; anonymity of the online
environment.
❖ Interaction​: Increased student-to-teacher and student-to-student interaction and
discussion; a more student-centered learning environment; less passive listening
and more active learning; a greater sense of connectedness, synergy.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

❖ Innovative Teaching​: Student-centered approaches; increased variety and

creativity of learning activities; address different learning styles; changes and
improvements can translate to on-ground courses as well.
❖ Improved Administration​: Time to examine student work more thoroughly;
ability to document and record online interactions; ability to manage grading
online.
❖ Savings​: Accommodate more students; increased student satisfaction = higher
retention and fewer repeats.
❖ Maximize Physical Resources​: Lessen demand on limited campus infrastructure;
decrease congestion on campus and parking lots.
❖ Outreach​: Give students options; reach new student markets; appeal to current
students thus increasing enrollments.

Online Teaching Competencies

Another important aspect of online teaching approach to learning is its

competencies required to teachers and educators that will handle courses that use the said
kind of teaching method. Competency, by definition, is “a knowledge, skill or ability that
enables one to effectively perform the activities of a given occupation or function to the
standards expected in employment” (Richey, Fields, & Foxon, 2001, p. 26). Williams
(2003) as cited in the work of Martin (2019) defines four general categories to describe
faculty competencies in higher education: (1) learning and instruction, (2)
communication and interaction, (3) management and administration, and (4) technology.
Martin (2019) also further referenced the work of Guasch et al. (2010) that analyzed
previous research on university teacher competencies for teaching and learning in virtual
environments and concluded that online faculty take on a designing/planning function,
social function, instructive function, technological domain, and management domain.
Early work of Berge (1995) looked at conditions of successful online teaching and
categorized four areas of competency: (1) pedagogical, (2) social, (3) managerial, and (4)
technical.

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

Future of Online Teaching

Technological trends in the development is one considerable factor that brought

changes in the preparation, delivery, demography of the teaching and learning landscape.
This factor along with others will gradually change traditional teaching learning style.
Though it is apparent that in the perspective of the present situation our country faces, the
need to understand more deeply these teaching pedagogies and upgrade teaching skills
for meeting online teaching competencies is ultimately real. Though, it is very apparent
that the present condition will eventually restore to the original educational system, the
reality that these online delivery modes exist, will stay with us even after this global
pandemic will be over. Furthermore, this opens new interesting fields for research due to
the fact that this learning mode has already infiltrated the present educational system;
popularity and awareness to its benefits, its advantages over other forms of distance
learning modalities shows a very rich and promising field of study. Future research could
also examine specific online teaching settings, such as community colleges and K–12.

CONCLUSION:

In conclusion, this paper had carry out its objectives, it had defined what is online
learning, it had presented discussion of the underlying pedagogies and teaching theories
behind online teaching, it had presented features of this teaching style particularly talking
about its motivation and management, particularly describing its ecology management,
this paper also had presented some advantages of online teaching approach over the
traditional face-to-face instruction, it also had presented the benefits of this online
teaching strategy, it even presents some significant competencies that must one take into
consideration when engaging in an online teaching and lastly, it had presents some future
and foresight of this new field of teaching approach to delivery of learning.

Further, online teaching and learning prove to be significantly efficient. However,

the main challenge of this field at the present is how this kind of learning modality will
gain public acceptance and popularity particularly in the general public, wherein are

Notre Dame of Marbel University

City of Koronadal, South Cotabato
Features of Online Teaching ​Venscent G. Gegone,
MAEd.

mostly composed of learners lacking the most necessary competencies required for this
particular educational setting. Furthermore, there are factors that the country presently
has to improve to be able to adopt this kind of DLM for most of its people.

REFERENCES

● Stern, J., PhD., 2019, "Introduction to Online Teaching and Learning",

http://www.ntlf.com/html/lib/bib/91-9dig.htm.
(From: ​http://www.sloan-c.org/resources/index.asp​)
● Palloff, R. M., and K. Pratt. 2007. Building online learning communities:
Effective strategies for the virtual classroom. San Francisco: Jossey-Bass

● Allen, M., J. Bourhis, N. Burrell, and E. Mabry. 2002. Comparing student

satisfaction with distance education to traditional classrooms in higher education:
A meta-analysis. The American Journal of Distance Education 16 (2): 83–97.
● Martin, F., Budhrani, K., & Wang, C. (2019). Examining faculty perception of
their readiness to teach online. Online Learning, 23(3), 97-119.
doi:10.24059/olj.v23i3.1555
● Richey, R. C., Fields, D. C., & Foxon, M. (2001). Instructional design
competencies: The standards (3rd ed.). Syracuse, NY: ERIC Clearinghouse on
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● Williams, P. E. (2003). Roles and competencies for distance education programs
in higher education institutions. The American Journal of Distance Education,
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● Guasch, T., Alvarez, I., & Espasa, A. (2010). University teacher competencies in
a virtual teaching/learning environment: Analysis of a teacher training experience.
Teaching and Teacher Education, 26(2), 199–206.
● Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from
the field. Educational Technology, 15(1), 22–30.
● Stanford, D., November 13, 2016, “How To Motivate Students Online: What
Works And What Doesn’t”, E-learning Industry on web.
https://elearningindustry.com/motivate-students-online-works-doesnt, October 11,
2020.
● Canva Network, “Guidelines for Effective Management of an Online Class:”
https://learn.canvas.net/courses/45/pages/day-thirteen-managing-the-online-classr
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● Gawron, H., September 27, 2017. “Extendong Classroom Management Online”,
George Lucas Educational Foundation, Edutopia, October 11, 2020.
https://www.edutopia.org/article/extending-classroom-management-online
● Pagliari, L., Batts, D., & McFadden, C. (2009). Desired versus actual training for
online instructors in community colleges. Retrieved from
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Features of Online Teaching ​Venscent G. Gegone,

MAEd.

● Wray, M., Lowenthal, P. R., Bates, B., & Stevens, E. (2008). Investigating
perceptions of teaching online & f2f. Academic Exchange Quarterly, 12(4),
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● Ko, S., & Rossen, S. (2017). Teaching online: A practical guide. Oxon:
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● https://www.deped.gov.ph/covid-19/covid19-memoranda/
● Palatino, M., August 19, 2020, “Are Schools in the Philippines Ready to Open in
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● Quinones, M., July 3, 2020, “DepEd clarifies blended, distance learning
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Supplemental Resources:

● Thirty-Two Trends Affecting Distance Learning

(​http://www.westga.edu/~distance/ojdla/fall63/howell63.html​)
● Online Pedagogy Links
(​http://www.teaching.ua.edu/courses/onlinepedagogy.html​)
● Online/On-ground: What's the Same?
(​http://www.edtech.neu.edu/workshops/materials/course/materials/pedagogy/​)
● (My) Three Principles of effective Online Pedagogy
(​http://www.sloan-c.org/publications/JALN/v8n3/v8n3_pelz.asp​)
● Online Pedagogy and Best Practices
(​http://teachvu.vu.msu.edu/public/pedagogy/online_ped_best_pract/​)
● The Role of the Online Instructor/Facilitator
(​http://www.emoderators.com/moderators/teach_online.html​)

Notre Dame of Marbel University

City of Koronadal, South Cotabato