Título Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century
Publicación externa No
Medio Int. Rev. Res. Open Distance Learn.
Alcance Article
Naturaleza Científica
Cuartil JCR 2
Cuartil SJR 1
Impacto JCR 1.82600
Impacto SJR 1.25600
Web https://www.scopus.com/inward/record.uri?eid=2-s2.0-85017128995&doi=10.19173%2firrodl.v18i2.2891&partnerID=40&md5=52794d48d298da35d651032ab0a04c12
Fecha de publicacion 01/04/2017
ISI 000401558400013
Scopus Id 2-s2.0-85017128995
DOI 10.19173/irrodl.v18i2.2891
Abstract 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.
Palabras clave asynchronous learning environments; higher education; instructors' roles; life skills; student's perceptions
Miembros de la Universidad Loyola

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