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<p>Online learning has been used in the literature to cover diverse learning contexts ranging from blended learning, distance learning, virtual learning and web-enhanced learning. Many aspects of online learning have become the focuses of research and teacher roles are one of them. The present study, therefore, intends to examine how 153 university students perceived the roles of their teachers in online learning of a blended English course by using a 27-item and 5-Likert-scale questionnaire (the STRI). Results of statistical analyses showed that the Cronbach’s Alpha value of the entire questionnaire was .955 and those of the three sub-roles were all above .891, indicating that both the questionnaire and the three factors of sub-roles were reliable and valid. Further analyses revealed that the three sub-roles of teachers, i.e., the cognitive role, the affective role and the managerial role, were significantly different from each other. Among them, the means of the managerial role was significantly higher than that of the cognitive role while the means of the affective role was the lowest. Results of descriptive statistics also revealed that keeping a record of students’ learning in the managerial role was quite notable for students. The findings suggest that the roles of teachers in online learning as a whole were reduced. However, the managerial role was more notable than the other two roles and the affective role was the least impactful in the online learning context in this study. The researcher believes that these findings may offer some insights to classroom implications and provide the basis for future studies of comparing teacher roles across different educational contexts.</p>

The study aims to examine and compare teacher roles in English course and computer science course. A 27-item scale, the STRI, was used to quantitatively measure teacher roles of the two courses at one university. Altogether 84 students participated in the survey and completed the questionnaires. Reliability tests showed that the STRI was pretty reliable and valid and that the three main teacher roles were all observed in the two courses. Further Results indicated that no significant difference was found between affective roles, managerial roles and the overall teacher roles of the two courses. Only the mean of cognitive role in English course was found to be significantly higher than that of computer science course, which indicated that cognitive role of the teacher in English course was perceived to be more noticeably impactful than that in computer science course. More specific features were also revealed in the study. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" /></p>

Student participation, as a significant indicator of class learning, has been investigated from various perspectives. The present research seeks to explore student participation by drawing on text data from the chat box of an online learning platform. The two main research questions concern the main types of student participation indicated by the online chat data as well as how extensively and frequently students had participated online in class. The written text messages of 84 university students in the chat box were recorded in an online English course for three months in consecutives. The findings revealed that students’ online chat data generally fell into five major types: students’ responses of factual information (62.77%) social interaction (15.74%), phatic communication (9.95%), tech-related messages (7.5%) and class schedule (4.5%). With 89% of participation concerning meaningful interactions and 11% of participation dealing with simple clarification of tech problems and class schedules, the findings suggest a highly active and meaningful online in-class participation. In addition, further descriptive statistics depicted the level of participation in terms of its frequency and breadth. Results showed that the active and meaningful online participation had been persistent over three months with an average of 74.52% regular participating students and average 410 chat messages sent one day. Implications were discussed in relation to the features of student participation.

<p>The present study aims to investigate teacher roles in relation to classroom activities. For this purpose, Survey questionnaires were administered to 49 university students in their English course. The questionnaire consisted of two 5-Likert scales. One scale, the STRI, examined teacher roles and the second one, CAI, investigated the number of classroom activities used in class as well as their frequencies. Statistical results showed that both scales were very reliable and valid with Cronbach Alpha values reaching .913 and .822 respectively. So are the three main constructs of both teacher roles (namely, cognitive role, affective role and managerial role) and classroom activities (i.e., one-way language exercises, meaning-focused interactive activities and real-life tasks). Descriptive statistics indicated that the English class was mainly dominated by interactive activities. Further analyses revealed that, in this activity-dominated English course, the teacher had exerted different impacts in the three domains: cognitive role had the highest mean, affective role had the medium mean and managerial role had the lowest mean. More importantly, results of correlational analyses disclosed that teacher role was positively correlated with classroom activities, so did most of their main constructs. More specific features were identified, and implications were discussed in the study. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0873/a.php" alt="Hit counter" /></p>

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