Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors' roles.
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| Title: | Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors' roles. |
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| Authors: | Gómez-Rey, Pilar1 pgomez_del_rey@uoc.edu, Barbera, Elena1, Fernández-Navarro, Francisco2 |
| Source: | Australasian Journal of Educational Technology. 2018, Vol. 34 Issue 1, p116-130. 15p. 4 Diagrams, 2 Charts. |
| Subject Terms: | *Inductive teaching, *Online education, *Audiovisual education, *Asynchronous learning, Questionnaires, Frustration |
| 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 129014462 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors' roles. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Gómez-Rey%2C+Pilar%22">Gómez-Rey, Pilar</searchLink><relatesTo>1</relatesTo><i> pgomez_del_rey@uoc.edu</i><br /><searchLink fieldCode="AR" term="%22Barbera%2C+Elena%22">Barbera, Elena</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fernández-Navarro%2C+Francisco%22">Fernández-Navarro, Francisco</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Australasian+Journal+of+Educational+Technology%22">Australasian Journal of Educational Technology</searchLink>. 2018, Vol. 34 Issue 1, p116-130. 15p. 4 Diagrams, 2 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Inductive+teaching%22">Inductive teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Online+education%22">Online education</searchLink><br />*<searchLink fieldCode="DE" term="%22Audiovisual+education%22">Audiovisual education</searchLink><br />*<searchLink fieldCode="DE" term="%22Asynchronous+learning%22">Asynchronous learning</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Frustration%22">Frustration</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Australasian Journal of Educational Technology is the property of Australasian Journal of Educational Technology (AJET) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=129014462 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.14742/ajet.3437 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 116 Subjects: – SubjectFull: Inductive teaching Type: general – SubjectFull: Online education Type: general – SubjectFull: Audiovisual education Type: general – SubjectFull: Asynchronous learning Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Frustration Type: general Titles: – TitleFull: Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors' roles. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Gómez-Rey, Pilar – PersonEntity: Name: NameFull: Barbera, Elena – PersonEntity: Name: NameFull: Fernández-Navarro, Francisco IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 14493098 Numbering: – Type: volume Value: 34 – Type: issue Value: 1 Titles: – TitleFull: Australasian Journal of Educational Technology Type: main |
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