The Role of the Online Instructor

Dennen, Vanessa P.; Jones, Melissa K.

doi:10.1007/978-981-19-0351-9_62-1

Cited by 6 publications

(3 citation statements)

References 43 publications

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“…Similarly, it would be erroneous to assume that online instructors simply execute a predetermined design, adding nothing unique to a class. The instructor role in online classes is multifaceted and requires being responsive to student characteristics and needs (Berge, 2000;Bonk et al, 2001;Dennen & Jones, 2022). For this reason, the study of students and instructors as autonomous agents within the online learning context is important, considering not only how each performs in class (i.e., outcomes) but also what they bring to, and need from, the learning experience.…”

Section: People Focusmentioning

confidence: 99%

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Martin

Dennen²,

Bonk³

2023

OLJ

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In this introduction to the special issue on systematic reviews of research on online learning, we introduce the need for systematic reviews on online learning. Utilizing a three-tier lens focusing on systems, pedagogical, and people levels, we have selected nine articles for this issue. At the systems level, there are two articles that focus on research trends during COVID-19, and features of high-quality online learning. At the pedagogical level, five articles were included that address online learner collaboration, help-seeking strategies, intersubjectivity, invisible participation, and online assessment. Finally, at the people level, there are two articles. The first focuses on online learning for minoritized and first-generation students. The second examines moderators in asynchronous online discussions. This introductory article provides a short summary of the nine articles and concludes with implications for practitioners and researchers on using and conducting systematic reviews on various topics in online learning.

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Section: People Focusmentioning

confidence: 99%

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Martin

Dennen²,

Bonk³

2023

OLJ

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“…In other words, instructors want to ensure that learners who want to communicate may do so and are not passive because they lack technology-based communication skills. Technology self-efficacy is connected to learning outcomes (Wang et al, 2013), and is among the skills that online instructors are expected to support (Dennen & Jones, 2022).…”

Section: Instructor and Peer Interactionmentioning

confidence: 99%

Instructional Strategies for Engaging Online Learners

Shi,

Hur,

Tang

et al. 2023

OLJ

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This study explores how online instructors use different instructional strategies to engage learners, and the active learning indicators that they look for among their students. Additionally, it examines how modality—synchronous versus asynchronous—and instructor learner-centeredness relate to instructional strategy choices. Using a mixed methods approach with a concurrent triangulation design, 101 higher education online instructors were surveyed and 11 were interviewed. Findings show that the use of learner-centered strategies, particularly discussion, occurs at a high rate regardless of an instructor’s learner-centeredness or modality. Interestingly, instructors with high learner-centeredness reported greater use of lectures as a percentage of both synchronous and asynchronous courses than instructors with low learner-centeredness. This finding was counterbalanced by the high learner-centeredness group reporting significantly higher importance for having learners speak and post messages during class.

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“…Calls for more post pandemic research into teachers and their practices is a common theme in these reviews. Gaps cited in these reviews call, for example, more research connected to teachers' professional development opportunities to teach in online spaces (Wright et al, 2023;Doo et al, 2023), to the roles teachers assume when it comes to developing successful course designs, measuring outcomes and dealing with discord (Ahlf and McNeil, 2023), research into teacher agency (Dennen, 2022), into teachers' practices in the areas of assessment (Heil and Ifenthaler, 2023), into their innovative practices in the use of technologies (Zhang et al, 2022) to promote intersubjectivity and engagement (Dennen et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

Charbonneau-Gowdy,

Frenzel

2023

ECEL

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An outpouring of studies on the forced move to distance learning during the COVID-19 pandemic has revealed deep concerns with teaching and learning online. Yet, now that most learning is returning to pre-pandemic environments, it seems naive to assume that teachers and learners in these settings, are, or will ever be, the same. A deeper understanding of the impact of those online experiences on teachers and learners before, during and immediately after the pandemic can provide insight into how to move forward in our educational systems, where technology is increasingly implicated. The conceptual framework of the study was based on the three key features of contemporary e-learning theory: learner-centred, community-based, constructivist-driven. We mapped this framework against course design, teaching approach and the use of technology to conceptualize the conditions that existed in returning to in-person teaching in a blended learning setting. This framework uncovers the developments, constraints, openness, and fears of a group of Higher Education (HE) EFL Chilean teachers in leading students into technology-enhanced, 21st century learning environments. A qualitative case study methodology was employed. Findings are based on written responses to an 8-item open questionnaire (n=32) and individual, oral-based (n=13) interviews along with field notes. Evidence of a significant advancement in digital literacy skills on the part of teachers, and indeed students was uncovered. Untypical in the Chilean educational context, a strong shift towards valuing more social constructivist teaching practices and an awareness of the importance of fostering relationship-building in learning ecologies, both in person and online, was also revealed. Changes attributed to both positive experiences online and reactions to negative ones, bode well for those long seeking a shift away from a traditional educational mindset that existed prior to the pandemic. At the same time, the findings that reveal hesitancy and in some cases fear of the rapidly encroaching new technologies, especially Artificial Intelligence (AI) tools, indicate that for some teachers the embrace of technology has its limits. We discuss both encouraging and more concerning results in terms of the insight they offer and their implications for further e-learning research and for educational stakeholders operating in increasingly technology-dependent learning spaces.

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The Role of the Online Instructor

Cited by 6 publications

References 43 publications

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Systematic Reviews of Research on Online Learning: An Introductory Look and Review

Instructional Strategies for Engaging Online Learners

Lasting Effects: What the Post Pandemic Return to In-person Teaching Tells Us About the State of e-Learning and its Future Trajectory

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