Online Learning Capacity Building Framework to Support Open-Access Students

Speaker: Jennifer Robinson
In an online course, faculty are intentional about reaching out, teaching, and caring for students. By understanding how the concepts of pedagogy, andragogy, heutagogy, and transactional distance intersect between students and instructors, a visualization arises to support not only the teaching, learning, and assessment cycle, but provides needed language to derive one's philosophy of teaching in an open-access course. Transactional distance, being the distance between the student and instructor in the virtual space, can feel very wide to students who may not have had a great deal of experience in online learning (or who have had pauses in persistence). Being cognizant of this space can spur instructors to support students by using multiple modes of connection through a space that can build belonging, teaching, and self-efficacy. Likewise, being able to frame one's teaching using pedagogy (teaching skills), andragogy (including adult learners) and heutagogy (supporting the building of self-efficacy) can lead to teaching and learning choices to close the virtual divide that can be present in transactional distance. In other words, this continuum allows instructors to move beyond the transaction in transactional distance to build a bridge across the divide. This presentation will take the audience through the Online Learning Capacity Building Continuum that is the foundation of a book being published in 2024 about faculty and student interactions through feedback in an online environment. This continuum specifically supports online faculty and student partnerships for successful persistence. Objective: 1) Share a framework to understand online, open-access students. 2) Explain how such a framework can support building one's teaching philosophy in a culture of care.
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