Stephen Wheeler is an eLearning Technologist at The University of Manchester, specializing in online and distance education. With a keen interest in how digital teaching environments affect teacher identity and professional growth, Stephen is dedicated to supporting educators as they navigate the evolving landscape of higher education and has recently completed an ITL Fellowship exploring staff and student perspectives on what makes an effective online learning experience.  

Introduction: 

As online and distance education continues to expand globally, both educators and students are navigating the complexities of transitioning from face-to-face to online teaching. At The University of Manchester, we are committed to providing high-quality online education that meets the needs of our diverse student body. However, it is crucial to consider how this shift affects educators themselves. Specifically, how does the transition to online teaching impact a teacher’s sense of identity and professional self-concept? In this post, we explore the evolving role of educators in an online context and examine how institutions might support this transformation while considering how this shift impacts student learning and engagement. 

The Challenge of Online Teaching: 

Online teaching is not a mere digital extension of in-person instruction; it requires a distinct set of skills, competencies, and pedagogical approaches. Educators must not only master new technologies but also rethink how to foster student engagement and create a sense of community in virtual environments. This transition can be both exciting and overwhelming. Research highlights that this shift can profoundly affect a teacher’s professional identity—the way they perceive themselves and their role in the educational process. 

In traditional face-to-face teaching, identity often revolves around physical presence, classroom dynamics, and spontaneous interactions with students. In online environments, much of this interaction is redefined. Teachers may feel disconnected, and some report struggling to translate their classroom persona into the digital space. Kear et al. (2016) emphasize that educators find the lack of physical presence in online classrooms challenging, which disrupts established teaching styles and reshapes professional identity. 

Moreover, online teaching fundamentally changes the role of the educator from being the primary source of knowledge to becoming a facilitator of learning. In digital environments, students take on more responsibility for their learning, with the teacher guiding and supporting rather than directly instructing. As Garrison and Anderson (2003) explain, this shift towards a facilitator role in online learning communities encourages students to engage more deeply with the content, collaborate with their peers, and develop critical thinking skills. However, this transition can be challenging for teachers accustomed to traditional instruction methods. 

Research Insights: 

Research by Bozkurt et al. (2020) underscores that online learning environments require changes in pedagogy and teacher identity. Teachers often experience a significant shift in self-perception, with new roles and expectations that can feel disorienting. This can be especially challenging for educators used to the immediacy and personal connection of face-to-face interactions. 

Trust and Whalen (2020) found that teachers transitioning to online formats frequently report feelings of isolation and a lack of real-time feedback from students, which they previously relied on in traditional classrooms. Additionally, many educators expressed a need for more institutional support and professional development to manage this shift effectively. The transition requires institutional investment in both technical and emotional support to help educators thrive. 

Implications for Teacher Professional Development: 

Educators need more than just technical training to succeed in online environments. They require support in developing new teaching strategies that emphasize facilitation rather than direct instruction, encourage student independence, and build meaningful connections with learners. Specific strategies should focus on creating collaborative environments that promote student engagement and autonomy. 

Professional development programs must address the emotional and psychological challenges teachers face during this transition. Teachers need opportunities for self-reflection on their evolving roles, peer collaboration, and mentorship programs to share best practices. For example, institutions could establish peer feedback systems where teachers can observe each other’s online classes and provide constructive suggestions. Workshops on online pedagogy, student engagement, and building community in digital spaces are essential. 

Supporting Teachers in the Transition: 

To support teachers effectively in this transition, institutions could consider the following specifics: 

1. Offer Comprehensive Professional Development Programmes: Training must go beyond basic technical skills and focus on the evolving role of teachers as facilitators of learning. Programmes should include examples of fostering engagement in online courses, utilizing tools like discussion boards, collaborative platforms, and real-time breakout rooms for group work. Training should also focus on creating student-centred learning environments, using methods like project-based learning and asynchronous assessments that allow students to take control of their own learning. 

1. Provide Ongoing Mentorship and Peer Support: Establish structured mentorship programs where experienced online educators can guide their colleagues. These programs should focus on peer networks, where educators can exchange ideas, troubleshoot challenges, and collaborate on innovative teaching methods. Encouraging practices can help educators adapt and improve their digital teaching methods. 

1. Allocate Institutional Resources for Continuous Learning: Institutions must provide continuous learning opportunities, such as workshops on advanced digital teaching strategies, regular online forums for teacher discussions, and access to learning platforms that encourage experimentation and innovation. Educators should also benefit from regular feedback from both peers and students to help them adjust and grow in their roles. 

1. Acknowledge and Support the Emotional Transition: The psychological toll of moving to online teaching should not be underestimated. Teachers may feel isolated, disconnected from students, and unsure of their effectiveness without in-person cues. Providing counselling services, professional development focusing on well-being, and open forums for dialogue can help educators process these challenges and support their emotional resilience. 

The Role of Students in Online Learning: 

The shift to online teaching does not only affect teachers; it also significantly changes the learning experience for students. In an online environment, students are often required to take on more responsibility for their learning. Teachers can facilitate this transition by encouraging self-directed learning through flipped classrooms, where students study course materials independently before engaging in active discussions or problem-solving sessions during live class time. Digital tools such as Miro for collaboration, Kahoot for gamified learning, and Padlet for interactive participation can enhance student engagement and foster a sense of community. 

Students benefit from this approach by developing critical thinking, time management, and collaboration skills—essential competencies in a digital-first world. However, for this approach to succeed, educators must be equipped with the strategies and tools necessary to support student autonomy. 

Conclusion: 

The shift to online teaching is not merely a temporary response to the digital era—it is a transformative process that requires educators to rethink their role and approach to teaching. By providing targeted, ongoing support, we can ensure that its educators are well-prepared to navigate this evolving landscape. Teachers must be supported not only with the technical skills to deliver content but also with the emotional and pedagogical tools to foster student engagement and build community in digital spaces. 

Institutions must recognize the urgency of adapting to this new paradigm and commit to offering the resources and tools necessary for long-term success. Without robust institutional support, educators may struggle with burnout and disengagement. Only by embracing the opportunities presented by online teaching can we create a more resilient, adaptable, and engaged teaching workforce. 

To get in contact with Stephen, email him at: stephen.wheeler@manchester.ac.uk 

Resources: 

• Peer networks: the university’s Teaching and Learning Online Network (Viva Engage) encourages educators to exchange ideas, troubleshoot challenges, and share resources on innovative teaching and assessment methods.  

• The Teaching and Learning Innovation Space in Booth Street East incorporates a Lifelong Learning suite, the Virtual Reality suite, and a Breakout space for all staff to use, with support and advice available from the Flexible Learning Team. 

• The Faculty Teaching Academies run regular staff development training sessions and discussion fora, e.g. Faculty of Humanities Teaching Academy, the Faculty of science and Engineering Teaching College, and Biology, Medicine and Health’s eLearning support team. 

• The university’s Policy on Peer Review of Teaching is open for consultation at the time of writing, as part of our regular programme of policy update and review. 

• The various Teams channels in the ITL Projects and Communities space provide regular online forums for teacher discussions. 

Recommendations for Further Reading: 

Bozkurt, A., & Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to the CoronaVirus pandemic. Asian Journal of Distance Education. 
https://discovery.ucl.ac.uk/id/eprint/10136765 
This article explores the distinction between emergency remote teaching and sustainable online education models, offering valuable insights into how education systems can prepare for future crises. 

Bozkurt, A., et al. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education. 
https://doi.org/10.5281/zenodo.3878572 
This paper offers a comprehensive global perspective on how education systems responded to the pandemic, highlighting the challenges and opportunities within online and distance learning. 

Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st Century: A Framework for Research and Practice. Routledge. 
https://doi.org/10.4324/9780203166093 
A foundational text for understanding the pedagogical and practical aspects of e-learning, focusing on the development of critical thinking and collaboration in online education. 

Laurillard, D. (2013). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology. Routledge. 
https://www.librarysearch.manchester.ac.uk/permalink/44MAN_INST/bofker/alma9933309454401631 
This book provides a theoretical framework for designing effective learning environments, with practical strategies for using technology to support pedagogical goals. 

Salmon, G. (2013). E-tivities: The Key to Active Online Learning. Routledge. 
https://www.librarysearch.manchester.ac.uk/permalink/44MAN_INST/1r887gn/alma992981301562301631 
A practical guide to creating engaging and interactive online learning experiences, focusing on student participation and active learning strategies. 

Trust, T., & Whalen, J. (2020). Should teachers be trained differently for online learning? Exploring teacher preparation for the digital shift. Journal of Online Learning Research. 
https://docs.edtechhub.org/lib/MEIKQJP5 
This article discusses how teacher training needs to evolve to meet the demands of online education, exploring the skills and competencies required for effective digital teaching. 

Kear, K., et al. (2016). Social presence in online learning communities: The role of personal profiles. Journal of Online Learning and Teaching. 
https://www.librarysearch.manchester.ac.uk/permalink/44MAN_INST/1rfd42k/cdi_proquest_journals_2121429057 
This paper examines how building social presence through personal profiles and community-building activities enhances student engagement and collaboration in online learning environments. 

Related