Student voices on the roles of instructors in asynchronous learning environments in the 21st Century
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 instructo...
| Autores: | , , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2017 |
| País: | España |
| Recursos: | Universitat Oberta de Catalunya (UOC) |
| Repositório: | O2, repositorio institucional de la UOC |
| OAI Identifier: | oai:openaccess.uoc.edu:10609/93096 |
| Acesso em linha: | https://hdl.handle.net/10609/93096 |
| Access Level: | Acceso aberto |
| Palavra-chave: | asynchronous learning environments higher education instructors' roles life skills student's perceptions entornos de aprendizaje asíncrono educación superior roles de los profesores habilidades vitales percepciones de los estudiantes entorns d'aprenentatge asíncrons educació superior rols dels professors habilitats vitals percepcions de l'estudiant College teachers Professors universitaris Profesores universitarios |
| Resumo: | 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. |
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