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ERIC Number: EJ847209
Record Type: Journal
Publication Date: 2009-May-29
Pages: 1
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0009-5982
Teaching Online: 2 Perspectives
Greco, Gina
Chronicle of Higher Education, v55 n38 A33 May 2009
"Impersonal, disconnected, and unfulfilling." That is how the author would have answered if anyone asked her 10 years ago what she thought of online teaching. As a teacher, she feeds off the energy of the crowd and thrives on exciting and entertaining her students to the point of drawing even the most resistant into attending class. When the economy and her growing family necessitated that she should teach online as well as in the classroom, she was surprised by the satisfaction and joy that could come from a distance-learning program. She admits that it is not easy. To effectively work in the distance-learning realm, one's students need to feel close to their classmates and professors, despite the miles between them. Establishing a bond, a common ground, a supportive arena for thought and expression may mean the difference between a successful, compassionate classroom and a lost, detached one. One step toward entering an online frame of mind is to reconsider how teachers write to their students. Checking in on students, one on one, is also a great way to connect with them and make them feel valued. Realizing that some of her students were missing after Hurricane Katrina, she checked their class logs and searched for e-mail addresses and cellphone numbers,m and began writing and calling. As she began to reconnect with them, she found them displaced and disillusioned but still eager to complete their course work and to maintain some sense of normalcy. As an instructor, it was a reaffirmation of why she had become an educator in the first place.
Chronicle of Higher Education. 1255 23rd Street NW Suite 700, Washington, DC 20037. Tel: 800-728-2803; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A