Negotiating teachers’ identities: the collaborative online learning design and delivery
This paper explores how Russian higher education teachers negotiate their professional identities through the exercise of agency, adaptation to new methods, and collaboration during the digitalisation of online learning design and delivery.
Original paper licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0/). This is an AI-generated explanation of the paper below. It is not written or endorsed by the authors. For technical accuracy, refer to the original paper. Read full disclaimer
In the modern university, the role of the teacher is undergoing a quiet but profound shift. For generations, the core of this profession was defined by a simple, direct exchange: an expert stood before a room of students, shared knowledge, and guided learning through personal interaction. This dynamic was rooted in the physical presence of both the instructor and the learner. However, the rapid rise of digital technology has begun to reshape this landscape, moving education from the lecture hall to the screen. This transformation is not merely about swapping a chalkboard for a projector; it changes the very nature of how teaching is done, who is involved in the process, and how teachers see themselves. When education moves online, it often requires a team approach, bringing together subject experts, technical specialists, and designers to create a single course. This new way of working forces educators to navigate unfamiliar territory, balancing their traditional expertise with new technical demands and collaborative pressures. The question for many is no longer just about what they teach, but how their identity as a professional survives and adapts when the classroom disappears and a camera takes its place.
A recent study conducted at a leading university in Russia explores exactly this transition. The researcher, Olga Rotar, interviewed thirteen university teachers who were actively involved in designing and delivering online courses alongside a team of other professionals. These teachers were not just recording lectures; they were working in a collaborative environment that included managers, video engineers, and content writers. The goal of the study was to understand how these educators were renegotiating their professional identities—essentially, how they were redefining who they are as teachers while working in this new, digital context. The findings reveal that while the teachers felt the weight of increased workloads and new responsibilities, they also found ways to assert their value and adapt to a new genre of teaching that blends education with production.
The teachers in the study described a significant expansion of their daily responsibilities. They were no longer just preparing a lesson plan for a live audience; they were becoming authors of a permanent digital product. This shift required them to master new skills, such as speaking directly to a camera without the immediate feedback of a room full of students, and adhering to strict technical quality standards set by the university's online platforms. One teacher noted that recording a lecture felt like a different genre entirely, one that demanded more attention and effort than traditional teaching. The workload increased because they had to prepare more materials, learn new assessment tools, and negotiate with various team members. Despite these challenges, the teachers did not feel like passive recipients of change. Instead, they actively asserted their agency, emphasizing that their deep knowledge of their subject matter remained the most crucial element of the course. They viewed themselves as the author and the core of the project, with other team members, such as video editors, playing a supportive but secondary role.
This shift also introduced a new dimension to the teacher's role: that of a public image holder. In the digital world, a recorded lecture is a commercial product that represents both the individual teacher and the university itself. The teachers recognized that their performance on camera contributed to the reputation of their institution. A well-produced course could enhance the brand of the university and the teacher's own professional standing, while a poorly executed one could damage it. This reality meant that teachers had to be mindful of their conduct, presentation, and the quality of their content, knowing that their work would be visible to a global audience. Some teachers expressed concern that not every educator was suited for this new format, noting that the ability to perform for a camera was a specific skill that required adaptation. Those who could not or would not make this shift risked being left behind, as the digital environment does not tolerate unpreparedness.
The collaborative nature of this work was another key finding. Creating an online course was a team effort that relied heavily on trust and clear communication. Teachers received guidance from technical staff, including cameramen and producers, who helped them navigate the complexities of recording and editing. While some teachers initially felt the need for strict instructions and templates to avoid misunderstandings, many came to appreciate the support. They found that working closely with others allowed them to focus on their expertise while relying on the team to handle the technical details. However, this collaboration also highlighted a tension between the desire for a comfortable working environment and the pragmatic need to produce a high-quality final product. Some teachers noted that the shared goal of creating a successful course was what ultimately united the team, even if their individual working styles differed.
The study suggests that the digital transformation of education is not just a change in tools, but a fundamental reimagining of the teacher's role. It is a process where teachers must constantly negotiate their identity, balancing their traditional values with the demands of a new, collaborative, and highly visible way of working. The teachers in this study showed that they could embrace these changes, but only when they felt their core expertise was valued and when they had the necessary support to navigate the new landscape. The research indicates that while digitalization offers new opportunities for reach and innovation, it also places a heavy burden on educators to adapt quickly. For the transition to be sustainable, institutions must recognize that teachers are not just content providers but active agents who need time, training, and respect to reshape their professional lives in this evolving digital world.
Drowning in papers in your field?
Get daily digests of the most novel papers matching your research keywords — with technical summaries, in your language.