Students' Perceptions about Online Teaching Effectiveness: A Bottom-Up Approach for Identifying Online Instructors' Roles

Autor/inn/en	Gómez-Rey, Pilar; Barbera, Elena; Fernández-Navarro, Francisco
Titel	Students' Perceptions about Online Teaching Effectiveness: A Bottom-Up Approach for Identifying Online Instructors' Roles
Quelle	In: Australasian Journal of Educational Technology, 34 (2018) 1, S.116-130 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Online Courses; Teacher Role; Teaching Methods; Student Attitudes; Questionnaires; Interviews; Specialists; Scores; Instructional Design; Teacher Effectiveness; Correlation; Daily Living Skills; Course Descriptions; Audiovisual Instruction; Guidelines; Teacher Student Relationship; Cooperative Learning; Learning Activities; Undergraduate Students; Foreign Countries; Factor Analysis; Qualitative Research; Statistical Analysis; Spain + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Fragebogen; Interviewing; Interviewtechnik; Lesson concept; Lessonplan; Unterrichtsentwurf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Alltagsfertigkeit; Kursstrukturplan; Richtlinien; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Lernaktivität; Ausland; Faktorenanalyse; Qualitative Forschung; Statistische Analyse; Spanien
Abstract	The topic of online instructors' roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors' 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' scores were projected over those factors to obtain the instructors' 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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01