Abstract
Despite the rapid use of e-Learning in higher education, the beliefs of instructors about and their practices during online instruction have been seldom addressed. This study explores the role perceptions of e-instructors in higher education. In total, 106 instructors from 20 Taiwanese universities filled out a questionnaire. Analytical results indicate that "content expertise" and "instructional designer" are perceived by university faculty as the key components in e-instruction in higher education. A gap exists between ideal and practical roles of e-instructors in higher education. Role perceptions and role-based practices of e-instructors in higher education differ significantly in terms of gender and teaching experience. This study also provides suggestions for e-instructor training.
| Original language | English |
|---|---|
| Pages (from-to) | 72-92 |
| Number of pages | 21 |
| Journal | International Review of Research in Open and Distance Learning |
| Volume | 15 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2014 |
Keywords
- Faculty's perceptions and practices
- Higher education
- Online instruction
- Roles of e-instructor