University faculty’s perspectives on the roles of e-instructors and their online instruction practice

Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities...

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Autores principales: Chiungsui Chang, Hun-Yi Shen, Zhi-Feng Liu
Formato: article
Lenguaje:EN
Publicado: Athabasca University Press 2014
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Acceso en línea:https://doaj.org/article/ef322e8789bc4b1cbbb053030e3e0413
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Sumario:Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results indicate that “content expertise” and “instructional designer” are perceived by university faculty as the key components in e-instruction in higher education. A gap exists between ideal and practical roles of e-instructors in higher education. Role perceptions and role-based practices of e-instructors in higher education differ significantly in terms of gender and teaching experience. This study also provides suggestions for e-instructor training.