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...

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Autores principales:	Pilar Gómez-Rey, Elena Barbera, Francisco Fernández-Navarro
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2017
Materias:	asynchronous learning environments higher education instructors' roles life skills student's perceptions Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1070ef8357bf49cca26afa991325b183
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id	oai:doaj.org-article:1070ef8357bf49cca26afa991325b183
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spelling	oai:doaj.org-article:1070ef8357bf49cca26afa991325b1832021-12-02T16:59:50ZStudent Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century10.19173/irrodl.v18i2.28911492-3831https://doaj.org/article/1070ef8357bf49cca26afa991325b1832017-04-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/2891https://doaj.org/toc/1492-3831This 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. Pilar Gómez-ReyElena BarberaFrancisco Fernández-NavarroAthabasca University Pressarticleasynchronous learning environmentshigher educationinstructors' roleslife skillsstudent's perceptionsSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 18, Iss 2 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	asynchronous learning environments higher education instructors' roles life skills student's perceptions Special aspects of education LC8-6691
spellingShingle	asynchronous learning environments higher education instructors' roles life skills student's perceptions Special aspects of education LC8-6691 Pilar Gómez-Rey Elena Barbera Francisco Fernández-Navarro Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
description	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.
format	article
author	Pilar Gómez-Rey Elena Barbera Francisco Fernández-Navarro
author_facet	Pilar Gómez-Rey Elena Barbera Francisco Fernández-Navarro
author_sort	Pilar Gómez-Rey
title	Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
title_short	Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
title_full	Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
title_fullStr	Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
title_full_unstemmed	Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
title_sort	student voices on the roles of instructors in asynchronous learning environments in the 21st century
publisher	Athabasca University Press
publishDate	2017
url	https://doaj.org/article/1070ef8357bf49cca26afa991325b183
work_keys_str_mv	AT pilargomezrey studentvoicesontherolesofinstructorsinasynchronouslearningenvironmentsinthe21stcentury AT elenabarbera studentvoicesontherolesofinstructorsinasynchronouslearningenvironmentsinthe21stcentury AT franciscofernandeznavarro studentvoicesontherolesofinstructorsinasynchronouslearningenvironmentsinthe21stcentury
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Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century

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