Patterns of Instructors’ Perceptions in Transition Process to E-Instructor
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Authors
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 18, 2010 in Orlando, Florida, USA ISBN 978-1-880094-83-9
Abstract
E-learning applications are dramatically increasing all over the world and the roles of instructors are being transformed significantly. There are some inevitable divergences in this transformation like many other innovations. This study aims to build a transition model of being an e-instructor based on innovation theory. In this context, the study was conducted with 12 instructors from four experience groups; inexperienced, beginner, intermediate and experts. Qualitative methods were used to obtain expert opinions with regard to perceptions and self-efficacy on giving e-courses. E-instructor roles from literature were also considered in data collection. Findings of content analysis synthesized according to e-instructor roles and the stages where instructor at. This study revealed that although perceptions of de-learning being constant, priorities of instructors are changing in the transition process. While novices are focusing on teaching, experts are focusing on students’ learning.
Citation
Karaman, S., Yildirim, S. & Gulsoy, T. (2010). Patterns of Instructors’ Perceptions in Transition Process to E-Instructor. In J. Sanchez & K. Zhang (Eds.), Proceedings of E-Learn 2010--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1863-1868). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved September 1, 2024 from https://www.learntechlib.org/p/35825.
© 2010 AACE