The role of an online instructor is considerably more challenging compared to that of a classroom teacher. In a traditional classroom setting, teachers and students engage not only in verbal communication but also rely on the crucial aspect of interpreting body language. An online instructor must comprehend the psychology of students without direct interaction and tailor instructional materials and activities accordingly. Unlike a classroom teacher who can promptly adapt activities based on student understanding, online instructors may find it less flexible.
One notable challenge for online instructors is the difficulty in motivating students due to the absence of face-to-face interaction. I concur with Bawame and Spector (2009) that the pedagogical role is not only the most important but also the most demanding. Creating materials that cater to students with diverse interests is both challenging and crucial. Planning activities that encourage student participation and group work adds another layer of significance. In my teaching experience, I find the pedagogical and professional roles to be equally vital. Effective communication is essential for translating well-prepared materials into promising results.
In the context of online teaching, the pedagogical role proves especially challenging. While a classroom teacher can design various activities based on students’ needs, the lack of interaction in online teaching makes planning such activities more arduous. The physical interaction among students during classroom activities serves as a motivating factor, a component noticeably absent in online teaching.
