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Campo DC | Valor | Lengua/Idioma |
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dc.contributor.author | Gomez del Rey, Pilar | - |
dc.contributor.author | Barbera, Elena | - |
dc.contributor.author | Fernández-Navarro, Francisco | - |
dc.contributor.other | Universidad Loyola Andalucía | - |
dc.contributor.other | Universitat Oberta de Catalunya (UOC) | - |
dc.date.accessioned | 2019-04-11T07:54:15Z | - |
dc.date.available | 2019-04-11T07:54:15Z | - |
dc.date.issued | 2017-04-04 | - |
dc.identifier.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 | - |
dc.identifier.issn | 1492-3831MIAR | - |
dc.identifier.uri | http://hdl.handle.net/10609/93096 | - |
dc.description.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. | en |
dc.language.iso | eng | - |
dc.publisher | International Review of Research in Open and Distance Learning | - |
dc.relation.ispartof | International Review of Research in Open and Distance Learning, 2017, 18(2) | - |
dc.relation.uri | http://www.irrodl.org/index.php/irrodl/article/view/2891 | - |
dc.rights | CC BY SA | - |
dc.rights.uri | http://creativecommons.org/licenses/by-sa/3.0/es/ | - |
dc.subject | asynchronous learning environments | en |
dc.subject | higher education | en |
dc.subject | instructors' roles | en |
dc.subject | life skills | en |
dc.subject | student's perceptions | en |
dc.subject | entornos de aprendizaje asíncrono | es |
dc.subject | educación superior | es |
dc.subject | roles de los profesores | es |
dc.subject | habilidades vitales | es |
dc.subject | percepciones de los estudiantes | es |
dc.subject | entorns d'aprenentatge asíncrons | ca |
dc.subject | educació superior | ca |
dc.subject | rols dels professors | ca |
dc.subject | habilitats vitals | ca |
dc.subject | percepcions de l'estudiant | ca |
dc.subject.lcsh | College teachers | en |
dc.title | Student voices on the roles of instructors in asynchronous learning environments in the 21st Century | - |
dc.type | info:eu-repo/semantics/article | - |
dc.subject.lemac | Professors universitaris | ca |
dc.subject.lcshes | Profesores universitarios | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | - |
dc.identifier.doi | 10.19173/irrodl.v18i2.2891 | - |
dc.gir.id | AR/0000005507 | - |
dc.type.version | info:eu-repo/semantics/publishedVersion | - |
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