communication methods (Hung et al., 2010). Live, “virtual” classrooms may also involve remote but instant methods of feedback between student and instructor, facilitated through live chat, video/webcam interactions, and small-group “break-out rooms.” The development of student rapport also differs in online contexts, and the nature of how rapport is initiated and maintained in online settings is not always easily comparable to face-to-face teaching. Naturally, assessment and feedback are also delivered in different ways via asynchronous methods when teaching online. Clear assessment practices, including communication of deadlines and assessment requirements, have been found to positively influence student engagement and course completion (Thistoll and Yates, 2016). Institutional and research-based efforts to characterize the competencies required for effective online instruction (e.g., Goodyear et al., 2001; Dennis et al., 2004; Darabi et al., 2006; International Board of Standards for Training, Performance and Instruction, http://ibstpi.org/, as cited in Beaudoin, 2015) suggest a degree of overlap in the conceptualization of the core teacher competencies required for effective online instruction. Some of the most important online teacher competencies drawn from the aforementioned studies include: • communication skills; • technological competence; • provision of informative feedback; • administrative skills; • responsiveness; • monitoring learning; • providing student support. Without adequate technological skills, instructors risk being unable to resolve technology-related problems during live class, which may impact student access to learning materials. Communication skills are also paramount (Easton, 2003). Effective instructor–student communication in online learning environments relies on timely and clear interactions through a variety of formats (Easton, 2003), including email, chat, live class questions, and assessment and feedback provision. In the absence of more immediate feedback methods available to on-campus instructors (e.g., face-to-face consultation), the assessment and feedback provided in online learning environments needs to be as clear and valuable as possible to promote student understanding (Darabi et al., 2006). Teacher support online involves effective monitoring of student progress, anticipation and resolution of key learning queries, and establishment and maintenance of rapport. Collectively, these kinds of competencies shape the effectiveness of online instructors and, in turn, the student experience. While these elements are well established as effective practice in online tuition, there exists significantly more pressure on these factors when content delivery, assessment, feedback, and communication occur within a condensed 6- to 8-week timeframe. In addition to student-related benefits, there is evidence that online instructor training can provide benefits to instructors themselves (Roblyer et al., 2009). These benefits occur both through expansion of direct skills for the instructor (i.e., professional development) to build confidence in online environments, and also through skills that are transferable to on-campus contexts (Roblyer et al., 2009), providing a wider institutional benefit. Roblyer et 16
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