A Pedagogical Continuum: The Journey from Face-to-
Face to Online Teaching
Abstract
Higher education has embraced innovative ways of using technology to enhance learning,
and online environments in particular, as a way to increase efficiencies, open educational
opportunities for students irrespective of location, and to increase flexibility of learning and
teaching. This chapter will describe the journey of two academics as they journey along the
pedagogical continuum from teaching fully face-to-face to blended, and then, on fully online
environments. The experiences and perspectives of the teacher educators will be shared.
Data from interviews, course materials and online discussions were analysed to identify
the issues and practices of the academics. Findings present the staged progression of the
academics in dealing with pedagogical, social, managerial, and technical aspects of moving
their teaching online. The instructors in this study had a strong desire to enhance their
teaching and student learning through innovation and reflective practice. As part of this
research and through reflective practice they explored a range of innovative pedagogical
practices. The teaching presence and beliefs of the instructors changed over the four years as
they moved along the pedagogical continuum from face-to-face to online teaching.
Introduction
As the number of blended and online courses rapidly increases it is essential that we have an
understanding of the roles and activities that make up the work of an online instructor. The
move towards web-enhanced or online learning offers new opportunities, but also new
challenges for both instructors and students (Downing & Dyment, 2013). There is a need for
knowledge of how to work effectively online and effective preparation of high quality
instructors is of fundamental importance to meet the diverse needs of learners. This is
particularly important in the field of teacher education where the instructor is modelling
appropriate pedagogical practices that may in turn be picked up by the pre-service teachers as
part of their practices when teaching with technology.
A lack of instructor readiness to move from face-to-face teaching to online teaching
results in instructors trying to replicate face-to-face teaching online and not capitalizing on
the online setting (Bonk & Dennen, 2003; Oliver, 2001; Palloff & Pratt, 2013). Instructors
often hesitate to use new technologies for learning and teaching, as they have limited
technology competency, confidence and currency for both personal and professional use.
Most instructors have not studied online and have an incomplete view of what it is like to
learn online. When instructors begin to innovate they try new ways of thinking and acting.
These new ways or innovations may not be new to the field but are new to the instructor.
This chapter will share innovative practices of two instructors as they journey from
teaching in the face-to-face environment, to a blended environment and finally to teaching
fully online over a four year period. It will describe their perspectives and practices as they
reflected on their new approaches to teaching and the resulting student learning. As part of
the research the instructors re-evaluated their values, beliefs and assumptions about teaching
and learning in general but with particular reference to teaching online.
Technology, teaching and learning
Technology has been used to enhance learning in all education sectors and environments.
One might see technology enabled learning as a continua starting with traditional face-to-face
teaching and finishing with fully online teaching. The pedagogical possibilities in the field of
technology and teaching and learning are endless. In their research exploring online
education in the United States, Allen and Seaman (2013) used four different classifications to
discuss the impact of technology on learning.
1. Face-to-face teaching where the discussions and content are only available during
classes and no technology is used.
2. Technology enhanced or web facilitated face-to-face teaching and learning where
Information Communication Technology (ICT) is used within face-to-face classes
or the web might be used to post written information also provided in the face-to-
face class.
3. Blended teaching where online and face-to-face combine together to deliver a
course. Allen and Seaman (2013) suggested that between 30 and 79% of the content
is available online along with some supporting online discussion.
4. Online teaching occurs when for the most part the content is available online as are
the discussions.
Allen and Seaman (2013) recommended that an online course is one where 80% or
more of the course is delivered online. The other 20% may include some phone or face-to-
face contact to support learning. Online instructors face novel challenges when designing and
facilitating online courses while responding to the diverse needs of their students and
encouraging online interaction. Successful online instructors are: flexible; open to learn from
others (including their students); prepared to share control with the students; and willing to
collaborate (Palloff & Pratt, 2003).
Many instructors find the shift in pedagogical practices confronting, especially if they
move from a face-to-face environment which is largely teacher directed and are required to
redesign their course for a blended or online environment with a more constructivist
approach. Sockman and Sharma (2008) suggested there are five key lessons that instructors
should consider when redesigning courses for transformative teaching and learning: “it is
easier to tell than to listen; modelling needs to go beyond a monologue; be humble and learn
from the students; there are more ways to the same end; and grading the end product or
acknowledging the risk” (p. 1070).
The expanded range of pedagogical possibilities and realities as instructors move to
teaching online frequently results in ecoshock. That is, “[i]ndividuals who are looking to use
emerging communication technologies (in teaching and learning) suffer similar difficulties
and challenges as those who travel physically to different cultures” (San Jose & Kelleher,
2009, p. 471). The ecoshock concept encompasses the difficulties and challenges that learners
and instructors feel both physically and virtually when moving from face-to-face to online
teaching and learning environments. San Jose and Kelleher (2009) revealed that participants
are likely to feel frustration, anxiety, withdrawal, nervousness and fatigue when trying to
work in the new environment. This results in high stress and low motivation as they are
overwhelmed by the changed learning ecology and a strong desire to return to what is
familiar. The resistance to online teaching is a natural result of ecoshock where instructors
(and students) have yet to establish a comfortable way of working within the new
environment.
Instructor Role
The concept of ecoshock suggests that contemporary teaching approaches where education is
transformed through the use of technology and the resulting changes in the role of educators
do not align with instructor expectations of effective learning and teaching opportunities. In
the move to online teaching McQuiggan (2007) explained that instructors found differences
due to the lack of lack of physical presence, the need to prepare and present content
differently; and the need to comment and build relationships differently.
The application of technology in teaching can transform learning and initiate a role shift
of the instructor (Reid, 2012) and that of the students. It changes the timing and nature of
academics work. Online teaching within a constructivist environment requires the instructor
to take on the roles beyond content expert, to that of learning facilitator which “emphasizes
the primacy of intra- and inter-personal interactions, cultural tools” (Boudreau, Headley, &
Ashford, 2009, p. 2077). When working online a significant part of the role is completed
prior to the students entering the course.
In her guide to e-learning practitioners Salmon (2011) recommends that online
instructors have the following five competencies to assist learners’ in interacting with the
instructor, each other, the content, and make meaning from these interactions.
1. Understanding of the online learning processes;
2. Technical skills to use the software features;
3. Online communication skills (non verbal, verbal, and written);
4. Content expertise to share with and support students personal learning; and
5. Personal characteristics such as empathy; creativity; confidence; and flexibility.
In early literature investigating online teaching Mason (1991) recommended the skills
required by online facilitators “falls generally into three categories: organisational, social, and
intellectual.” Whereas Watson (2007) believed effective online instructors need the ability to
use the technology tools and have a strong online pedagogy. His suggested key skill set to
move to teaching online includes: heightened communication, (especially written
communication), effective time management, ability to access or develop multimedia
resources, and the capacity to respond to different learning preferences, contexts and students
with disabilities (Watson, 2007). This is of particular importance because online courses
reach a broader and different range of students when compared to face-to-face courses.
