This is the third in a series of blog posts examining online instructor teaching styles through the lens of Anthony Grasha’s (1994) typology. This post focuses on the formal authority style and how both course developers and instructors can embody this style in online courses.
The Formal Authority Teaching Style
Codifying core aspects of the learning environment, such as routines, learning objectives, and expectations, can help students navigate their education with confidence. The formal authority style centers on precisely defined roles. Clear, consistent, and thorough communication is essential to the successful application of this style. Strategies and considerations related to implementing the formal authority teaching style in online learning environments are explored below.
The Formal Authority Teaching Style in Online Learning
Course Developers
- Online courses afford numerous opportunities for codifying and distributing information to students. In preparing a new course, consider when and how course information can best be shared.
- Regarding when, consider how you might time or sequence the delivery of information to align most closely with applications. Overarching course rules, objectives, and expectations are best communicated at the very start of the course and reinforced with reminders when applicable. For example, expectations for academic integrity can be presented at the beginning of a course and then re-appear on exams. In contrast, information that is unique to a single activity or assignment is best introduced in the context in which it applies. Citation requirements for individual writing projects, for instance, ought to be provided when the assignment is introduced.
- Regarding how, you might choose to record videos, draft written summaries or lists, or create graphical representations (e.g., tables, journey or course maps, infographics) of key information for students to review. When pairing information with format, keep in mind the possibility of future edits. For example, you may find that a rule or expectation initially set for a course needs elaboration or modification after students have taken the course for the first time. Written materials are typically easier to edit than videos, so it is often advantageous to document course-related information in writing. Written instructions have the additional benefit of being easy to reference.
- In developing your online course materials, you may also want to consider how those materials can reinforce course expectations. Developing assignment templates, for example, can help ensure that students follow formatting and content guidelines. Similarly, assignment rubric criteria can include adherence to relevant expectations.
- As you progress through the course development process, you may find that some elements of the course have evolved from your initial conceptualization. While it is important to give careful thought to course expectations at the beginning of development, it is often more efficient to prepare your syllabus and introductory course materials at the end, when the course is fully realized. You may also want to set aside extra time at the end of development to review assignments, learning materials, and other pages for consistency and clarity.
- Preparing thorough guidance for future instructors at the end of course development can help ensure that they will be able to understand, apply, and reinforce the expectations you have established for the course. It can be particularly helpful to explain your rationale for the roles, rules, and objectives in your course, which can increase instructor buy-in. You might also consider preparing sample announcements or recommendations for office hours or synchronous sessions that future instructors can use while managing live courses.
Online Instructors
- Regular announcements can enhance instructor presence and also allow for timely reminders and clarifications of important course details. Consider posting a welcome message on the first day of your course that directs students to, and potentially elaborates on, important course information. As the course progresses, you can schedule announcements to align with due dates or course milestones, maximizing utility for students.
- In addition to announcements, consider the options available to you for synchronous communication:
- Office hours afford valuable opportunities not only for answering content-related questions but also for clarifying and explaining key course expectations. Communicating your availability for office hours to students early in the course and, insofar as possible, maintaining a consistent schedule throughout the term can help ensure that students are able to take advantage of this opportunity.
- Depending on the requirements of your program, synchronous sessions may be a fixed component of your course or an optional element you can leverage to augment existing content. In both cases, synchronous sessions offer a valuable opportunity to clarify and reinforce expectations. If you have flexibility in scheduling synchronous sessions, consider holding a session in the first few days of the term to address questions about the syllabus or course structure and help ensure that students are set up for success.
- Grading is another opportunity to reinforce course expectations. Particularly for early assignments, it can be beneficial to provide detailed feedback on the extent to which student work aligns with established expectations. Acknowledgement from the instructor can allow students who are meeting or exceeding expectations to move forward in the course with confidence. In contrast, feedback can help students who are not yet meeting expectations to improve the quality of their work as the course progresses.