Teaching Styles Series: Introduction

This is the first in a series of pieces examining online instructor teaching styles. In this introductory piece, we will characterize teaching styles, summarize Anthony Grasha’s typology of teaching styles, and discuss how identifying your teaching style (or styles) can inform online course design and instruction. In subsequent pieces, we will explore each of Grasha’s teaching styles in depth.

Teaching styles encompass the qualities of an instructor that impact course content and structure and the student learning experience. Instructors bring a unique perspective to the classroom. They may adjust their style from term to term depending on course requirements, student characteristics, and other factors; nevertheless, identifying their teaching style can help them determine how they want to design and manage their courses.

This series will focus on Grasha’s (1994) typology of teaching styles, which is the culmination of research conducted across academic disciplines and teaching environments. Through his research, Grasha identified five teaching styles:

• Expert
• Formal authority
• Personal model
• Facilitator
• Delegator

Grasha noted that most instructors exhibited some elements of each style, but they favored some styles more strongly than others, frequently gravitating toward one style primarily and others secondarily.

The expert style involves sharing detailed knowledge of course topics with students. By foregrounding their subject matter expertise, these instructors equip students with essential disciplinary knowledge.

For a closer look at this teaching style, see the Envision piece Teaching Styles Series: Expert Style.

The formal authority style centers on clearly defined roles and expectations for the classroom. Codifying core aspects of the learning environment, such as routines, learning objectives, and rules, can help students navigate their education with confidence.

For a closer look at this teaching style, see the Envision piece Teaching Styles Series: Formal Authority Style.

The personal model style involves instructors communicating their thought processes, behaviors, methods, and procedures to students. By modeling how a skilled practitioner approaches the subject matter, these instructors provide valuable examples to help students understand what expertise in a subject entails.

For a closer look at this teaching style, see the Envision piece Teaching Styles Series: Personal Model Style.

The facilitator style is characterized by a high degree of instructor-student interaction. Instructors guide students through the learning process, asking questions and providing consultative feedback and direction that allows students to develop their capacities for independent action.

For a closer look at this teaching style, see the Envision piece Teaching Styles Series: Facilitator Style.

The delegator teaching style emphasizes student autonomy. Delegators set students up to work independently on assignments and projects, offering support and guidance only as needed.

For a closer look at this teaching style, see the Envision piece Teaching Styles Series: Delegator Style.

Identifying your teaching style prior to developing or facilitating an online course can be advantageous. As a course developer, it can help you make key design decisions. As an online instructor, it can help you decide how to budget your time. As you prepare to design and/or teach your online course, consider the following reflection questions:

• What are your expectations for students, and how will you communicate those expectations?
• What kinds of content will you provide for the course?
• How will you structure assessments?
• What opportunities for student-student and student-faculty interaction will you create?

• What sort of guidance and feedback will you offer and for which assignments?
• What kinds of supplemental resources will you share with students during the term?
• If your course includes synchronous sessions, how will you structure them?
• What kinds of activities will you have students complete during the sessions or recommend they do on their own time?

Grasha, A. F. (1994). A matter of style: The teacher as expert, formal authority, personal model, facilitator, and delegator. College Teaching, 42(4), 142–149.