<p>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.</p>

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IntroductionImproving internet technologies have increased the importance of e-learning. Because e-learning enables on-demand training that transcends geographic and time boundaries, many Taiwan organisations have actively developed and implemented e-learning applications related to on-the-job training. However, the demand and need for product quality have also increased. Therefore, designers must incorporate usability evaluation from the beginning of the development process (Crowther, Keller & Waddoups, 2004). This study performed usability evaluation via design-based research (DBR) approach during the design and development of e-learning training material.

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