As I reflect over my own teaching experience, and having seen many student course evaluations for other professors over the years, I am beginning to realize that many of us miss the boat in clarifying our own role in the classroom. Instead, we rely on assumptions about teaching, education and students. For example, if I view myself as a facilitator for student's developing practice skills in a course, I will structure a course in which I take on a role more like a coach. If I do not communicate this clearly to students they may become frustrated by me not taking on a traditional "teacher in the front" approach to the course.
Learning in an online setting is successful when the course design and structure is organized well and is user friendly, and when the professor is clear about their contribution to their role in student learning. Smith poses the question, "What is it that learners can learn from you that they cannot get from any other source?" She urges that the professor communicate clearly about their contribution to the course. The professor is an expert in the content area and can facilitate good learning by utilizing appropriate technologies and pedagogy.
