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January 23, 2012
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Jean Mandernach
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Teacher Passion and Distance Education Theory - Scott Greenberger
Despite the significant body of research on post-secondary distance education, a recent theory of passion, specifically harmonious passion, has not been explored in relation to teacher presence. Since teacher presence within a community of inquiry has been identified as an important influence and predictor of student performance, determining the degree of relationship between teacher passion and teacher presence could lead to significant improvement in distance education delivery.
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24 Comments
You have tackled a difficult subject. If your research is complete, it is a sad state of affairs in the realm of on-line key success factors and how to implement them. You imply that one only "acts" empathetically on-line. Whereas, I believe this is commonally practiced on-ground as well. I look forward to more inquiry on this matter.
Hi Mr. Dame,
The statement about "acting" empathetically was hypothetical about online teaching. It was not meant to imply that teacher passion only occurs online. In my personal experiences as a student in face-to-face settings I have encountered some very passionate teachers. In addition, my research has shown Andy Hargreaves (2000) to be the most vocal on teacher passion in face-to-face settings. However, most of his research is centered on the face-to-face K-12 setting. Thank you so much for your comments.
Sincerely,
Scott Greenberger
Reference
Hargreaves, A. (2000). Mixed emotions: teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826
Hi Scott,
I think that passion is extremely important in every aspect of teaching. Just look at the amount of passion that our CEO at GCU, Brian Meuller portrays in any meeting he has and you will understand that concept. When you listen to him speak you are inspired to do better by the passion and vision that he portrays. In the online environment, that is often harder to portray but not less important. You can tell, even in the online environment, when a teacher is not passionate about the subject that they are teaching. It comes out in statements and posts that they make in things like the discussion forum.
I have found as a full time online faculty member here at GCU, that if you express a genuine care and passion for the student, then they always respond in a positive way. It is not the same as face to face interaction that can express passion, but it can still inspire students to greatness. Thank you for your great efforts and keep up the great work. Take care and God Bless.
Matt
Elizabeth
Hi Miss Barker,
Thank you for your comments. Before researching this essay, intuitively I felt that teacher passion could play an important part in improving pedagogy. However, in completing the research, I was amazed at the large gap in distance education theory. I do believe as Meyer (2002) stated that distance education is pushing us to revisit what it means to teach and learn. I am glad that this theoretical paper can help in your pedagogy.
Sincerely,
Scott Greenberger
Reference
Meyer, K.A. (2002). Quality in distance education: Focus on online learning. ASHE-ERIC Higher Education Report Series, 29(4). San Francisco, CA: Jossey-Bass.
I enjoyed reading your writings and is a topic that is a good choice for an area that needs exposure!
I believe that a new teacher or a professor beginning their professional career is idealistic with passion and the difference they will make in the educational system and for their students. This idealistic approach for passion can be compared to the proverbial learning curve towards being realistic vs. idealistic. Can passion exist within the different realms? Yes, I believe it can and does. Can passion exist in the traditional classroom setting and the distance educational online environment? Yes, again. However, blending idealism with realism, the passion will be genuine and reflect in the instructor's classroom presence. I also feel if the approach is based on realism, the passion will follow.
Including Self-Determination Theory is a good choice to relate to the contributions of a professor's passion; such as instilling an online environment that reflects the passion, energy and spirit of the classroom. Also, the degree of the student self-determination to be successful in the online classroom.
Empirical evidence for distance education is limited because it will take years to obtain data to correlate the harmonious vs. obsession passion of an online educator. Distance education has evolved through the early beginnings to an in demand commodity to meet the changing needs of society and aggressive technological advances. Society demands convenience and flexibility in educational goals; universities must meet these demands to survive in the competitive market.
The instructor's that are recruited for online instruction must have this inherent passion to help the students achieve their educational goals and universities to stay competitive. Through your writings, I feel that talent managers can develop as part of the application process measures to identify such passion and continuing through evaluations if the passion is waning or waxing.
I do feel that educator passion can be related to the student environment, such as identifying categories of the adult learner and the formal education experience, gap in the years returning to formal education, experience with technology and the degree of motivation and attention the student will need to be successful in the course. An instructor's passion can wane if the students are not prepared and are not putting forth an effort to succeed and outreach efforts are futile. Further, the instructors support from the university can also make a difference in the nurturing of passion or diluting the passion.
Looking forward towards reading the feedback forum.
Happy New Year!
Linda Saxon
I truly enjoyed reading your submission, Scott. It was well-researched and centered on a topic of which I am quite interested.
Passion in online learning is imperative to creating less isolation in distance education. I would have liked to have read more about the distinctive differences between obsessive and harmonious passions per Vallerand's Dualistic Model of Passion.
Your "Aesthetics in Distance Education" section was simply beautiful! Wonderfully well-written!
I enjoyed your research. Online instructors do need to show learners that we are interested in their success. I think your paper emphasizes the fine line we sometimes take as online instructors. I do not think we need to "hold a learner's hand" in a class; however, we do need to be aware that most are adults, and treat them as such. Stumbling blocks can occur, as most are working and caring for families, and I find that I may need to allow some leeway with an assignment due date, but not on a continual basis. I try to share tips in time management with my learners and often send weekly "checking in" emails to those who may fall behind.
This is a great topic that is well-covered with this submission. Somewhat distracting is the paragraph development within the submission.
Overall, the piece provided food for thought as I reflect upon the passion I bring to the online learning environment. For me, as the instructor, passion comes across as course concepts are related to current or real-world events.
The research within the piece appears sound and reflective of thinkers within this field. I would like to view more of the perspectives and opinions of the author as opposed to the heavy reliance upon sources on the topic.
As a side note, the author should review effect and affect to determine when to use each. Overall, teacher/instructor passion is important and the writer establishes such via the use of sources cited. I consistently use the term, "Nurture and nudge" in relation to igniting passion within learners. I encourage the exploration to such with further review of this topic.
Rae Thompson
Scott,
Online learning does take a special type of person to truly love this style of teaching, mentor as well as strong internal management. Above this there is a detail in the individual relationship that should transpire with each other of the students; this is nicely captured in the paper. Students should not only discover learning but feel empowered to continue learning. Online learning is very individual essentially offering a leveled playing field, giving all students an equal voice. Essentially requiring it for a grade- demonstration of learning! The facilitator role and working as a team is so very vital, for student success and faculty. Well, as well as the institution! I continually maintain if students are not happy, they will not continue being students, then the university will no longer require us…it is a wheel we essentially are the center of that wheel. In courses, I understand my role as faculty and understand that referring students to others is important, but support is really important too. I try to leave my IM -id for student and text number. They are welcome to contact me at any time, even after the course or program ends. Some do! I facilitate in education and within that student might have questions in states or within boards etc, I help where I can. I feel as faculty and an extension of GCU, it is important to continually support students in their goals. It does not end with an 8 week course. Or does it- this might be another research topic! Good paper Scott. Makes us all rethink our role working online. I especially liked the connection to sympathy and empathy in facilitation in the online arena, there is a difference- honesty really can be felt via technology. This is funny!
Yes, you will always be able to tell in person and online which teachers you have had that are passionate about their topic. In the online forum, it can sometimes be a little more difficult to convey that sentiment, but it is just as important to do so with your words, actions, additional materials, and reaching out to the students. The lack of compassion for the subject your teaching will come out no matter what forum you are teaching in, as teachers we need to always keep that in mind. Thanks for the reminder.