Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
Fiche du document
2017
- handle: 10670/1.6ccjbt
- doi: 10.19173/irrodl.v18i2.2891
Ce document est lié à :
International Review of Research in Open and Distributed Learning ; vol. 18 no. 2 (2017)
Copyright (c), 2017PilarGómez-Rey, ElenaBarbera, FranciscoFernández-Navarro
Mots-clés
asynchronous learning environments higher education instructors' roles life skills student's perceptionsSujets proches
Faculty (Education) InstructorsCiter ce document
Pilar Gómez-Rey et al., « Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century », International Review of Research in Open and Distributed Learning, ID : 10.19173/irrodl.v18i2.2891
Métriques
Partage / Export
Résumé
This paper determines which instructional roles and outputs are important in the 21st century from the perspective of students in asynchronous learning environments. This research work uses a literature review, in-depth interviews with experts, and a pilot study with students to define the instructors’ outputs. Following this, roles are determined by using a quantitative methodology (in a sample of 925 students). To our knowledge, the remaining research works on this topic identify the online instructors' roles by a qualitative analysis. The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward.