TEACHER PREPARATION FOR ONLINE EDUCATION

The aim of this article is to review and illustrate the need for adequate teacher preparation and standards specifically for the online classroom. It examines the current literature, several institutions of education and government in a thematic approach which summarizes each theme. The explored themes are: 1.) modern “digital native” generation of students; 2.) nuances of the online classroom; 3.) effective online teaching; 4.) technology today; 5.) teacher preparation programs. Observations were synthesized to make objective recommendations for the future of online learning. This research produced numerous and detailed findings most importantly that a great deal of both student and teacher training is required regardless of expertise or demographics. Virtual courses should be assessed by different quality standards without excessive degradation or valorization. Although such changes have been proposed by many experts in the field it is rare that such unique standards are taught in teacher preparation courses nor implemented in practice. It was also found that the instructor must take on a facilitator approach role in a very student-centered approach requiring a shift in the student’s role from passive to active. Effective practices begin with an organized and sound pedagogical philosophy which is enhanced but not hindered by innovative and thoughtful uses of technology. While the annual online enrollment continues to skyrocket, the current quality of virtual teacher education is abysmal and adequately trained professionals are scare.