26 Regan, Baker, Jerome, Spencer, Lawson, and Werner, “Experiences of instructor
26 Regan, Baker, Jerome, Spencer, Lawson, and Werner, “Experiences of instructors in online learning environments: Identifying and regulating emotions”
Reference
Background
It is common for instructors of online courses to experience a similar variety of emotions as felt by students of online courses mentioned in the previous article. Currently, little research about the emotions and what instructors can do to manage them while leading an online course is available. In the article, “Experiences of instructors in online learning environments: Identifying and regulating emotions,” two questions are explored:
- What are the emotional experiences of instructors in online learning environments (OLEs), and
- How do instructors attempt to regulate their challenging emotions when participating in OLEs?
Key points
- Six individuals were chosen for this research study; all had led OLEs in some capacity in the past.
- Both successful and unsuccessful experiences were shared during two focus groups in order to encourage recall of specific emotions experienced while leading an OLE.
- In the first round of focus groups, participants were asked to come up with at least three emotions that arose when teaching an OLE in the past.
- In the second round, the participants discussed how the emotions that they had identified affected their teaching and/or facilitating of OLEs.
- In the first round of focus groups, participants were asked to come up with at least three emotions that arose when teaching an OLE in the past.
- Five “themes” of emotions were expressed during the focus groups: restricted, stressed, devalued, validated, and rejuvenated.
- Of those five, each emotion was defined, and how each of the negative emotions was regulated was also discussed.
- Technology limitations, needing to be well-planned far in advance, and not getting the “teachable moments” usually available in a face-to-face classroom setting were all precursors for feeling restricted.
- Participants recommended making sure that the goals and tasks of the course were well defined to avoid feeling so restricted.
- Lacking control and knowledge of particular technologies, technological mishaps, and the shift from being a teacher to being facilitator is what led participants to feeling stressed. Being blamed by students for technology malfunctioning was also a major theme amongst those participants who labeled stress as one of their emotions.
- To minimize stress, it was recommended that facilitators of OLEs further their knowledge of the technologies they are working with, as well as create group activities such as polls or less formal discussion boards to encourage student activity.
- When the mention of feeling devalued was evaluated, participants shared that they felt as though all they had to do was share information online and then the students of the course would do the rest of the work. This took away from the importance of even needing an instructor for the course.
- Continuous work an