Effective classroom instructors demonstrate awareness of controversy and promote learner success. Issues often arise from controversial topics in discussions or with learners feeling unable to demonstrate their best work.

1. Managing Controversy &
Promoting Self-Efficacy in
Distance Learning
Ms. Dronellar S. Moore
CUR/532
Garth Beerman
October 3, 2016

2. Effective classroom instructors
demonstrate awareness of controversy
and promote learner success. Issues
often arise from controversial topics in
discussions or with learners feeling
unable to demonstrate their best work.
Introduction

3. Manage Controversial
Topics

4. Gender
Orientation
Political
Party
Religion
Race
Controversial
Topics

5. Opportunities
for Controversy
In an asynchronous environment, the instructor
could miss the initiating conflict, but see the
other learners reaction to it
In an asynchronous learning environment, where
the communication is via text, the meaning is
misinterpreted or not well articulated
Anonymity provides the opportunity for ‘internet
thugs’ to intentionally assault others since their
identity is undisclosed
(Kelly, 2013).

6. Addressing
Controversy
Anticipate controversy and set expectations
Look for signs of controversy and unrest
Be supportive
Directly address conflict
Encourage critical thinking
Provide a space for difficult questions
Use outside materials to address issues
(Kelly, 2013)

7. Promote Learner Self-
Efficacy

8. self-efficacy, ones belief in one’s
ability to succeed in specific situations
or accomplish a task

9. Social
Persuasion
Physiological
Factors
Vicarious
Experience
Experience
of Mastery
Factors that
Effect Learner
Self-Efficacy
(Vilkas &
McCabe, 2014)

10. Maximize
Minimize

11. Experience
of
Mastery
Provide an initial opportunity for the
learner to receive positive feedback
before granting any critical feedback
Example: Biography (Vilkas & McCabe,
2014).

12. Experience
of
Mastery
Provide only critical feedback
throughout the course without
offering the learner any opportunity
for growth or achievement (Vilkas &
McCabe, 2014).

13. Social
Persuasion
Provide learners with consistent
feedback
Align assignments with objectives
Stick to the syllabus (Vilkas & McCabe,
2014).

14. Social
Persuasion
Make random changes to the syllabus
Deviate from rubrics
Provide limited or no constructive
feedback (Vilkas & McCabe, 2014).

15. Physiological
Anticipate stressful situations and
provide support
Address stressful issues as they arise
(Vilkas & McCabe, 2014).

16. Physiological
Ignore signs of stress and learner
fatigue
Minimize or make light of learner
concerns with assignments (Vilkas &
McCabe, 2014).

17. Vicarious
Experience
Provide learners with examples of
past learner achievements
Post a model of what an “A” looks like (Vilkas &
McCabe, 2014).

18. Vicarious
Experience
Do not allow learners to see indication of
past student mastery
Show past work samples but avoid posting
the exact rubric used in order to
misrepresent expectations(Vilkas & McCabe,
2014).

19. The effective classroom facilitator
manages controversy and actively
promotes learner achievement. Great
facilitators demonstrate a high degree of
awareness to the needs of each learner.
In addition, effective facilitators diffuse
issues, provide supportive feedback, and
maximizes self-efficacy.
Conclusion

20. References
Kelly, R. (2013, March 19). Managing controversy in the online
classroom. Faculty Focus. Retrieved from
http://www.facultyfocus.com/articles/online-
education/managing-controversy-in-the-online-classroom/
Vilkas, B., & McCabe, C. (2014, May 20). Promoting students self-
efficacy in the online classroom. Faculty Focus. Retrieved from
http://www.facultyfocus.com/articles/online-education/promoting-
students-self-efficacy-online-classroom/