Redefining the Professor’s Role in the Online World

Online classrooms have made their way onto the education scene in a big way. A considerable amount of higher education institutions have begun to understand the benefits of online coursework. Most educational theories are based within face-to-face classrooms and online classroom research is lacking. A paper by Arbaugh, et. al. (2013) discusses the need for additional research in online classroom management from a manager’s perspective. This research runs from professor management all the way to online learning theories.

There is a bias by instructors against online learning even though more universities are adapting the technology. The bias comes in part from a lack of research to support online learning and the very perception professors have of their traditional academic roles.  No longer does the concept of pipe smoke filled rooms, tweed jackets and dusty books define a professor’s role. It has been replaced by a laptop and kindle.  

What is an online professor? It is defined as an instructor that teaches at least 80% of their presentation content and interaction in a virtual setting (Allen, et. al. 2007). The online professor has skills in online communication, technology, and their individual content areas to raise student awareness. They are savvy in technology and use sophisticated tools to conduct research. 

This relatively new phenomenon, which is now making its way into the mainstream, opens a new market for academic research. This type of research includes critical management education, experiential learning, planning student activities, management education and literature, job design, recruitment, training, retention and motivation, and many more areas. The entire arena of online management and education is open for exploration.

The author suggests starting with traditional educational and management theories to create online tests and experiments to adopt them to the online world. As the research gap is filled, it will lend more credibility to the field as well as more concisely show the benefits of online education. Traditional professor reservations about redefining their roles will lessen as information becomes available to make proper assessments. The use, strength, and practicality of online education will increase with improved methods. Universities may find better management paradigms through understanding the virtual world better. 

Allen, et. al. (2007). Blending in: The extent and promise of blended learning in the United States. Needham,MA: Sloan-C.

Arbaugh, J. et. al. (2013). New uses for existing tools? A call to study online management instruction for instructors. Academy of Management Learning & Education, 12 (4).

Conferences: GMAC Leadership Conference on Graduate Education 2014

Join us January 21-24 2014 for an exclusive opportunity to engage with leaders in graduate management education on issues that are vital to your continued success. The GMAC Leadership Conference offers academic and administrative program-level deans and directors from GMAT accepting schools and/or members of MBA Roundtable an intimate setting to get the inside track on the state of graduate management education, and the future of your programs.

Deans and directors from around the globe attend each year to:

• Join strategic conversations and explore new ideas in leadership practice and instruction
• Explore solutions to current challenges through formal and informal networking opportunities
• Learn from thought leaders in education and management around the world 

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The Fear of Innovative Change in Higher Education

It is difficult to discuss higher education without mentioning the innovative movement within such industries. Both non-profits and for-profits have opted into the innovation change in order to reduce costs and increase graduation rates. Such changes are partially home grown and partially forced by the industry based upon new economic challenges the nation finds itself dealing with. 

Educators feel that the push for change comes from outside market forces that demand new skill levels (Kirschner, 2012). Those professors and administrators who were the originators of new knowledge have a push to be on the forefront of new educational and technology based systems. The market desires a higher prepared student that is capable of handling a more complex work environment with more complex tools. 

According to a study conducted by Public Agenda many administrators are focusing on short-term gains that have impacted their colleges versus fully engaging themselves in the technology revolution (Immerwahr, Johnson, & Rochkind, 2011). Participants of the study agreed on the following:

1. A need to provide access to higher education to a new generation of students while still serving older generations.
2. A need to provide additional skills for the economy.
3. A need to help students succeed within their current educational programs.
4.  A need to maintain quality in a period of declining revenue and higher costs.

Such change doesn’t come easy. All change comes with a level of stress as patterns are rooted up and people must master new skills. Research shows that adaptation to innovation comes with an emotional process that is independent of the benefits (Wood & Moreau, 2006). The process of learning new technology requires new levels of personal investment and fear of failure. 

Fear is often the demon that holds us back. Fear of change and the fear of personal mastery over that change are of importance to colleges and students. As the higher education platform develops into something new, people will need to master new skills in order to use such technology to its fullest. However, it is often this process that raises skills and lowers costs. 

Despite the fear of change such adjustments are necessary to maintain market relevancy. According to Moshestto new innovations within colleges can help reduce costs, improve legal compliance, streamline operations, and further engage students (2013). It is this overall efficient and productive output that should be the focus of decisions to engage technology as an important element to higher education success.

Change is stressful, fear of failure is stressful, declining budgets are stressful, and student dropout rates are stressful. However, it isn’t likely to get better unless colleges accept that change is an inevitable part of their life and the development of any organization. The use of technology and the instant communication of the Internet have simply changed the environment in a way that institutions must follow. The decades ahead are full of high technology equipment, virtual work, constant global communication, and leading edge products. Education should be the leader in preparing people to adjust to the new skills and mindsets needed to achieve their goals in this new environment.

Immerwahr, J., Johnson, J. & Rochkind, J. (2011). Still on the Sidelines. Public Agenda. Retrieved April 22^nd, 2013 from http://www.publicagenda.org/files/STILLONTHESIDELINES.pdf

Kirschner, A. (April 8^th, 2012). Innovations in Higher Education. Ha! The Chronicle of Higher Education. Retrieved April 22^nd, 2013 from http://chronicle.com/article/Innovations-in-Higher/131424/

Moshestto, M. (2013). Embracing innovation in community college workforce management. Community College Week, 25 (15). 

Wood, S. & Monreau, C. (2006). From fear to loathing? How emotion influences the evaluation of early use of innovations. Journal of Marketing, 70 (3).