Distance Education Classroom Management

Amanda Buckley
CUR/532
January 18, 2016
H. Garth Beerman

Distance Education Classroom Management

Online classroom management is different than a face to face class because of several
factors including controversy arising among students and the need for facilitators to encourage a
high level of self-efficacy. Controversy in online classrooms can occur due to the asynchronous
format of the class (Kelly, 2013). The professor must read through the discussions one by one to
ensure no issues are arising vs in a face to face class the professor can easily jump in or end a
discussion that is negative. Another reason that often causes controversy is the perceived
anonymity in online courses. This can create bullying problems in not controlled immediately.
Professors should set ground rules in the beginning of the class that provides clear expectations
for the class. Encouraging a sense of community reduces anonymity and helps to create a
positive environment where critical thinking is promoted. Professors should reach out in the
beginning of the course to connect with students and provide support which issues arise.
Self-efficacy is another important consideration in online classes. Vilkas & McCabe
(2014) discussed students need to feel successful at tasks when beginning online courses
because it will boast their confidence. Professors can increase self-efficacy by giving a simple
task at the beginning such as asking students to upload a bio at the beginning. This will reduce
anonymity and then students will feel successful at their first assignment. Vilkas & McCabe
(2014) also described Banduras factors in increasing self-efficacy include: experience of
mastery (as described in the example above), vicarious experience (participation with peers),
social persuasion (provide community and instructors should model behavior), and finally
physiological factors such as providing a proactive approach by calling each student to gauge
their comfortable level which will improve self-efficacy of the students.

Using these techniques, professors will be able to reduce negative controversies and
improve self-efficacy. Controversy in discussion can encourage critical thinking and be useful if
done in a safe environment. Doing a simple get to know the class activity the first week of class
with also help reduce the anonymity in class and increase self-efficacy in the online classroom.

References
Kelly, R. (2013, March). Managing controversy in the online classroom. Online Education,
12(3).
Vilkas, B., & McCabe, C. (2014). Promoting students' self-efficacy in the online
classroom. Retrieved from http://www.facultyfocus.com/articles/onlineeducation/promoting-students-self-efficacy-online-classroom/