Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching
Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching
复制标题
检查高等教育教师对在线教学中的角色和能力的看法
DOI：
10.24059/olj.v25i4.2570
复制
发表时间：
2021
期刊：
影响因子：
4
通讯作者：
Liane She
中科院分区：
文献类型：
--
作者：
Florence Martin;Swapna Kumar;Liane She
在线讲师在设计和提供在线课程方面扮演着不同的角色，并履行着不同的能力。在这项研究中，在线教师的角色被分为八种类型，包括主题专家、课程设计者和开发者、课程促进者、课程管理者、顾问/导师、评估者/评估者、技术专家和终身学习者。通过对141名在线教师的调查研究，本研究考察了在线教师基于不同角色所表现出的能力。当对能力进行评分时，所有角色的总体分类平均数都在4.00以上，这表明他们使用了所有这些角色。此外，还讨论了网络教学研究与实践的联系，以及评价最高的项目和评价最低的项目。参与培训并与教学设计师合作的在线讲师对他们履行能力的频率进行了更高的评价。这项研究对设计和提供在线学习并为在线教师提供专业发展的在线教师、教学设计师和管理人员具有一定的借鉴意义。
Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.