TPC Journal-Vol 10- Issue 1

94 The Professional Counselor | Volume 10, Issue 1 interactions in online versus traditional programs are different. In both settings, scholars seek a valuable learning experience (Onodipe et al., 2016). However, while social interaction is a routine part of face- to-face learning, the online environment requires intentional effort to promote interaction between learners and faculty. Research has suggested that online learners need assignments and activities that emphasize the promotion of connection with both the material and peers and faculty (Lu, 2017). At a basic level, affirmation for a job well done on an assignment and prompt and comprehensive feedback are examples of faculty–student engagement that produce student satisfaction regardless of instructional setting (O’Shea et al., 2015). However, we contend these sorts of intentional, personalized instructional interactions are critical for online students who could otherwise feel alienated or isolated in the online learning environment. For online educators, one requirement is to persistently promote engagement for online learners, which can prove to be challenging, and require supplementary or diverse approaches to forging productive student learning communities. Simply transferring material used in traditional classrooms into an online learning management system is not adequate to promote engagement and could instead contribute to both cognitive and emotional detachment. Instructional Practice and Curriculum Development There is limited literature comparing the curriculum development and content delivery methods between traditional and distance education specific to counselor education, but there is a body of literature comparing the factors that influence the efficacy of traditional and distance education in general. The gap in the counselor education literature requires a comparative assessment of the deciding factors leading to different curriculum development and delivery methods for counselor education programs. Delivery Preferences Taylor and Baltrinic (2018) conducted a study in which they explored counselor educator course preparation and instructional practices. Unfortunately, the researchers did not include the educational delivery setting as a variable in the descriptive demographics, so it was impossible to discern whether the techniques that were identified as preferred methods of instruction were associated with online or traditional classrooms. However, it can be assumed that the preferences that were identified were geared more specifically to an in-class, face-to-face presentation. The five teaching methods that were explored for preferences in teaching content versus clinical courses included lecture, small group discussions, video presentations, case studies, and in-class modeling. Anecdotally, we assert that the reported preferences for instruction delivery would be different for online instructors and would be impacted by content delivery modality and technology. For example, if plans are disrupted in the traditional face-to-face classroom, such as internet disconnection, an instructor has the freedom to shift focus and move to a backup plan. However, an alternate instructional plan is not always available or feasible in an online environment (Marchand & Gutierrez, 2012). Delivery preferences can be influenced by the educational delivery setting in which the program was developed. Educational Delivery Settings Content delivery modalities determine whether a program is defined as traditional or distance (telecommunications or correspondence) in accordance with the Office of Postsecondary Education Accreditation Division of the U.S. Department of Education (2012). If a program offers 49% or less of their instruction via distance learning technologies, with the remaining 51% via in-person synchronous classroom, the Department of Education categorizes that program as traditional education . The Department of Education defines distance education as instructional delivery using technology to support “regular and substantive interaction between the students and the instructor,