Online learning outcomes are influenced by a variety of factors including students’ motivation and

demographics, instructional design and strategies, as well as technology choices. These factors can
influence online courses in unique ways, thus potentially compromising the validity and reliability of
comparative approaches (Simon, 2012).

Acquiring adequate pedagogical and technical skills are two elements crucial to a successful transition to
the online classroom. Thus, the role of the online teacher is to design, create and facilitate rich
interactions among learners in order to keep them motivated. In addition to the pedagogical challenge
of adjusting to online learning environments, and regardless of the technical assistance they may receive
from their institutions, teachers need to be proficient in the technologies of distance education in order
to be able to select the tools that will allow them to carry out their instructional goals. This requirement
may represent a significant challenge for teachers who entered the profession at a time when
technological expertise was not required (Simon, 2012).

Teaching online presents many potential benefits. Faculty cite incentives such as professional and
personal growth,