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Title: Student voices on the roles of instructors in asynchronous learning environments in the 21st Century
Author: Gomez del Rey, Pilar  
Barberà Gregori, Elena  
Fernández Navarro, Francisco
Others: Universidad Loyola Andalucía
Universitat Oberta de Catalunya (UOC)
Keywords: asynchronous learning environments
higher education
instructors' roles
life skills
student's perceptions
Issue Date: 4-Apr-2017
Publisher: International Review of Research in Open and Distance Learning
Citation: Gómez-Rey, P., Barbera, E. & Fernández-Navarro, F. (2017). Student voices on the roles of instructors in asynchronous learning environments in the 21st century. International Review of Research in Open and Distance Learning, 18(2), 234-251. doi: 10.19173/irrodl.v18i2.2891
Also see: http://www.irrodl.org/index.php/irrodl/article/view/2891
Abstract: 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.
Language: English
URI: http://hdl.handle.net/10609/93096
ISSN: 1492-3831
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