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http://hdl.handle.net/10609/93096
Title: | Student voices on the roles of instructors in asynchronous learning environments in the 21st Century |
Author: | Gomez del Rey, Pilar Barbera, Elena Fernández-Navarro, Francisco |
Others: | Universidad Loyola Andalucía Universitat Oberta de Catalunya (UOC) |
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 |
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. |
Keywords: | asynchronous learning environments higher education instructors' roles life skills student's perceptions |
DOI: | 10.19173/irrodl.v18i2.2891 |
Document type: | info:eu-repo/semantics/article |
Version: | info:eu-repo/semantics/publishedVersion |
Issue Date: | 4-Apr-2017 |
Publication license: | http://creativecommons.org/licenses/by-sa/3.0/es/ |
Appears in Collections: | Articles Articles cientÍfics |
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