| Título |
Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century |
| Autores |
GÓMEZ DEL REY, PILAR, Barbera, Elena , FERNÁNDEZ NAVARRO, FRANCISCO DE ASÍS |
| Publicación externa |
No |
| Medio |
INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING |
| Alcance |
Article |
| Naturaleza |
Científica |
| Cuartil JCR |
2 |
| Cuartil SJR |
1 |
| Impacto JCR |
1.826 |
| Impacto SJR |
1.256 |
| 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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