Building instructor involement in a distance-learning setting

Abstract

Distance learning (DL) is rapidly increasingly in education worldwide. DL courses are asynchronous; therefore, many students perceive them as disengaged and impersonal. DL instructors can dispel these perceptions by overseeing every aspect of student participation in the classroom. To help instructors develop DL pedagogies that compensate for the lack of face to face (f2f) interaction, this paper offers conceptual and practice advice about developing course content and teaching styles; these guidelines will support teachers who increasingly instructing in the virtual classroom and maximize student learning in that environment.