Original publication authors
Susan S. Easton
What this paper examines
Easton uses an ethnographic case study to explore communication and instructor roles in online distance learning. The investigation considers lead faculty, online mentors and students. It describes both familiar teaching communication skills and changes required by virtual management, engagement, time and space. The paper helps frame the transition to online teaching as a change in responsibilities and communication practices.
A question to take into course design
Which responsibilities belong to faculty, mentors and technical support, and can students tell whom to contact?
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The full paper remains a third-party publication. This page preserves its identity and provides a new editorial reading note; it does not attribute the note to the original researchers or change the paper’s publication date.
Why it belongs in the water programme archive
EDUCATE combined water resources and environmental management with distance delivery. The original reading collection included research about online teaching, course design and learner support.
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