Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles ARTICLE
Australasian Journal of Educational Technology Volume 34, Number 1, ISSN 0814-673X Publisher: Australasian Society for Computers in Learning in Tertiary Education
The topic of online instructors\u2019 roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors\u2019 roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students\u2019 scores were projected over those factors to obtain the instructors\u2019 performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.
Gmez-Rey, P., Barbera, E. & Fernndez-Navarro, F. (2018). Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles. Australasian Journal of Educational Technology, 34(1),. Australasian Society for Computers in Learning in Tertiary Education. Retrieved September 21, 2018 from https://www.learntechlib.org/p/182944/.