Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?

Autor/inn/en	Alonso Diaz, Laura; Blazquez Entonado, Florentino
Titel	Are the Functions of Teachers in e-Learning and Face-to-Face Learning Environments Really Different?
Quelle	In: Educational Technology & Society, 12 (2009) 4, S.331-343 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Electronic Learning; Distance Education; Interaction; Conventional Instruction; Comparative Analysis; Teacher Role; Preservice Teacher Education; Education Courses; Units of Study; Technology Integration; Educational Technology; Computer Mediated Communication; Virtual Classrooms; Instructional Design; Web Based Instruction; College Instruction; Instructional Effectiveness; Foreign Countries; Online Courses; Spain + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Interaktion; Lehrerrolle; Lehramtsstudiengang; Lehrerausbildung; Fortbildungskurs; Lerneinheit; Unterrichtsmedien; Computerkonferenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Web Based Training; Hochschullehre; Unterrichtserfolg; Ausland; Online course; Online-Kurs; Spanien
Abstract	The main purpose of this study is not to compare online and traditional face-to-face instruction merely to prove which one is better, but rather it aims to highlight some of the possible risks and strengths which may help to improve the role of teachers in both methods. The scene consisted of various thematic blocks from a training programme, with teachers who taught two different groups of students, one of them face-to-face and the other online. The study was designed using a quantitative and qualitative methodological combination, and focuses on the dimensions of "theoretical content", "practical content", "tutor/student interaction" and "design" of the training activity. As a general conclusion, no important differences were observed in the functions of the teacher in the two teaching methods, face-to-face and online; any differences that might exist were usually a consequence of teacher involvement and of the commitment of the institution in programming the learning process. (Contains 3 figures and 4 tables.) (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10