TPC Journal-Vol 10- Issue 1

The Professional Counselor | Volume 10, Issue 1 49 vary by institution and instructor. One example is the philosophy of José Bowen (2012). He prefers the live classroom experience, creating more value within the live classroom experience and using technology outside the classroom (Bowen, 2012). He is not against technology, but he believes it is best used outside the classroom to free up more time for richer in-class dialogue. Other programs may adopt a model with more reliance on technology for primary content delivery with the instructor taking a backseat to the online delivery systems. In the context of online and technology-enhanced counselor education, how do those of us who work and teach virtually maximize the available technology to create a vibrant, interactive experience? Can we leverage technological tools to provide the resources needed for success while still creating an impactful and compelling experience? What is the appropriate balance? In a study of online courses with demonstrated effectiveness, Koehler et al. (2004) determined that three components must dynamically constrain and interact with each other: content, pedagogy, and technology. Faculty must demonstrate expertise in their subject matter, skill teaching in an online environment, and an understanding of as well as effectiveness in utilizing technology in dynamic ways. If all three are present in a course, students report having a better learning experience. Total distance learning, blended learning, and fully residential learning approaches share another common success—the importance of a positive, supportive learning community. In a study by Murdock and Williams (2011), distance learning students who felt connected and a part of the university community reported more satisfying learning experiences. At least in these cases, successful connection was more important than any particular teaching pedagogy or technology. Legal and Ethical Considerations in Online Delivery Online educators are subject to the same statutory and regulatory compliance concerns as their residential counterparts. Online educators have additional complications, challenges, and risks because of their reliance on web-based technologies and online communication. Security, privacy, and access are some of the considerations faced by educators teaching at a distance. Cybersecurity is now an overarching concern in higher education (White, 2015). Most, if not all, of the student’s personal information, academic record, and submitted course materials are stored in computer files in cloud-based storage. Increasingly, physical student records do not exist as backups. We are moving toward total dependence on reliable, secure access to internet-based storage and retrieval solutions. Distance educators face a level of risk each time student and institutional information is stored, accessed, and shared across cyberspace. There are plenty of bad actors in society focused on disrupting and exploiting these kinds of private information. The Family Education Rights and Privacy Act (U.S. Department of Education, 2018) requires the protection of the student’s personally identifiable information and education records from unauthorized disclosure. Protection requirements apply to the institution in general; educational service providers providing outsourced services; and every administrator, staff member, and faculty member with access to student records. Although cybersecurity is an important security component, there are other simple, practical questions for the individual educator to ponder. For example, when involved in asynchronous communications via email, how do you know it is the actual student? When a distance learning faculty member gets a phone call from an online student they do not know well, how do they verify identity? In 2007, a residential student impostor lived on Stanford’s campus for 6 months, ate in the cafeteria, and lived the campus experience until finally caught (Novinson, 2007). If it can happen in a residential setting where we interact with students directly, it can surely happen in an online environment.