Facilitating Learner Success Through Theory-Based Instructor Training

Abstract

This conceptual review examines how theory-based instructor training can support learner success in online education by fostering autonomy, engagement, and self-regulation. Drawing on self-regulated learning (SRL) and transactional distance theory, the paper highlights the critical role of instructors in reducing psychological distance and promoting student-directed learning. It emphasizes that many faculty members lack formal preparation in pedagogy, particularly for the online environment, and thus require structured development opportunities. The review advocates for training programs that mirror the student learning experience, enabling instructors to practice and apply SRL strategies in their teaching. Components such as reflective goal-setting, peer interaction, meaningful feedback, and structured content delivery are essential to student and instructor development. Institutional approaches to faculty support— such as mentoring, incentives, instructional design collaboration, and alignment with quality standards— are explored. By adopting training frameworks grounded in SRL and transactional distance theory, institutions can improve instructional consistency, increase faculty confidence, and ultimately enhance student achievement in flexible and distance learning environments.