Globally-perceived experiences of online instructors: A preliminary exploration

Hsieh, Pei-Hsuan

doi:10.1016/j.compedu.2009.07.007

Cited by 20 publications

(20 citation statements)

References 13 publications

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“…Motivation as key success factor for satisfaction [62], [69]; Importance of indicators for intrinsic motivation according to selfdetermination theory (SDT) [64] Social presence and media synchronicity (the ability of a system to support group activity), impacted positively on user satisfaction and motivation [40] Instructor perception and attitude Online instructors were found globally to 1) encourage interactivity among students, and between student and teacher, 2) consider different forms of assessment to mainly help students with online learning and 3) be committed to teaching on the Internet and motivated to use basic technology to accomplish this [37].…”

Section: Learner Motivationmentioning

confidence: 98%

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The adoption of e-Learning in corporate training environments

Henneke

Matthee

2012

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference

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E-Learning can be described as instruction that is delivered using computer and communication technology, and its potential to liberate learners from the limitations of other forms of learning is uniformly acknowledged. However, there is surprisingly high resistance to e-Learning in corporate training environments. The purpose of this study is to examine the literature on factors that may contribute to this resistance, also in South Africa.We present the corporate e-Learning environment as an activity system and analyse existing adoption literature using the six elements of Activity Theory. In this way, a holistic understanding is obtained of contributing factors towards adoption of e-Learning in corporate environments.

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Section: Learner Motivationmentioning

confidence: 98%

“…Existing literature on these characteristics are summarised in Table 1. [72], [85], 3) culture (for example language and social preferences) [38] and 4) state of mind (for example mistrust of technology, perceptions, attitude, motivation) [52], [51], [47], [44], [37], [17].…”

Section: Subjectmentioning

confidence: 99%

The adoption of e-Learning in corporate training environments

Henneke

Matthee

2012

Proceedings of the South African Institute for Computer Scientists and Information Technologists Conference

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“…Online educational environments implement various technologies, but studies increasingly explore perceptions of online instructors about their roles influences which of these online technologies to use for teaching [5]. Many studies are devoted to finding different instructors' roles for eLearning [5,6,7]. But literature reviews do not provide a clear understanding of how eTeachers perceive their roles in eLearning web [5].…”

Section: Introductionmentioning

confidence: 99%

A journey into the mind of professors at the university of Tehran: The typology of conceptions about instructors' roles

Taghiyareh

Nikraftar

Abbasali

2012

6Th National and 3Rd International Conference of E -Learning and E -Teaching

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The achievement of eLearning goals is one of the objectives of many universities, among which, the proper role of professors who are active in this field is a major challenge. Strengthening the Performance of eTeachers 1 is the main way to deal with this issue. One of the important influences on eTeachers' performance is their attitudes and perceptions about their roles. This paper focuses on perceptions of eTeachers' roles in the University of Tehran. We have applied the inductive research technique Q_methodology, which is a research method used to study people's "subjectivity", to investigate the views of 31 eTeachers about their roles. The results show that these members have four distinct conceptions about eTeachers' roles which are based on their techniques and devices in eLearning web. The authors labeled these conceptions as: knowledge transmitter, participator, intermediary, and eContent designer. The four conceptions will examine in more details and are interpreted based on existing theories in the final section of this paper.

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“…Therefore, specific students need more help from educators to develop the habit of interactivity or dialogue and share their expectations and experiences. Hsieh (2010) interviewed online instructors who were very committed to facilitate students and use every technology available including SVC. He has found out that some of them expected to create/design their own teaching materials or tools not available by the institutions to enhance students' motivations and interests for learning as SVC respondents do.…”

Section: Interpersonal Skills and Shared Academic Expectations And Expementioning

confidence: 99%

“…Instructional design/pedagogy and academic expectations define the role of the professor online (Hsieh, 2010) and shape students' identity (Baxter, 2011). Having realistic academic objectives and clarifying their role as a guide on the side or as a leading figure, educators could portray their tele-teaching presence.…”

Section: Interpersonal Skills and Shared Academic Expectations And Expementioning

confidence: 99%

Open Praxis, volumen 6 issue 3

Gil‐Jaurena¹

2014

Open Praxis

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Globally-perceived experiences of online instructors: A preliminary exploration

Cited by 20 publications

References 13 publications

The adoption of e-Learning in corporate training environments

The adoption of e-Learning in corporate training environments

A journey into the mind of professors at the university of Tehran: The typology of conceptions about instructors' roles

Open Praxis, volumen 6 issue 3

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