Comparing teacher’s roles of F2f learning and online learning in a blended English course

Qiang, Huang

doi:10.1080/09588221.2018.1540434

Cited by 61 publications

(100 citation statements)

References 26 publications

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“…Then researchers have also discussed teacher roles in relation to i Correspondence: email gzmmhq@126.com different learning theories, instructional approaches and pedagogical methods (Richards, 2017;Arthurs & Kreager, 2017;Zhai & Tan, 2015;Subramaniam, 2010;Jacobs & Farrell, 2003;Robins et al, 2003) In the relevant literature, most of the research focuses on classifying and generalizing various roles of teachers out of particular instructional contexts. However, the classification and generalization of teacher roles turn out to be somewhat overlapping with each other and the findings are often mixed (Huang, 2019). Theoreticallygeneralized terms may appear blurred and vague as they fail to relate to classroom practices.…”

Section: Introductionmentioning

confidence: 99%

“…For one thing, teacher roles have been studied across various instructional contexts such as face-to-face instruction, online learning and blended learning etc. (Huang, 2019;Keengwe & Kang, 2013;Compton, 2009) and among different subject areas such as English course, computer science course or mathematics course (Keiler, 2018;Huang, 2017;Kilinc et al, 2017;Admiraal et al, 2017;Yadav et al, 2016;Senior, 2010;Compton, 2009). Then researchers have also discussed teacher roles in relation to i Correspondence: email gzmmhq@126.com different learning theories, instructional approaches and pedagogical methods (Richards, 2017;Arthurs & Kreager, 2017;Zhai & Tan, 2015;Subramaniam, 2010;Jacobs & Farrell, 2003;Robins et al, 2003) In the relevant literature, most of the research focuses on classifying and generalizing various roles of teachers out of particular instructional contexts.…”

Section: Introductionmentioning

confidence: 99%

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A Comparative Study on Teacher Roles of English Course and Computer Science Course

Qiang

2020

EJFL

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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. Article visualizations:<img src="/-counters-/edu_01/0725/a.php" alt="Hit counter" />

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Comparative Study on Teacher Roles of English Course and Computer Science Course

Qiang

2020

EJFL

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“…I dette afsnit vil vi gøre rede for vores forståelse af begreberne roller og kompetencer, da det ofte er uklart, hvordan begrebet "underviserrolle" defineres (Huang, 2019), og da der ikke er enighed om terminologien (Baran et al, 2011;Carril et al, 2013). I betegnelsen underviserrolle ligger et saet af forventninger til en bestemt adfaerd, som underviseren skal kunne udvise og specifikke funktioner underviseren skal kunne udføre (Huang, 2019;Mathiasen, 2004). Indbefattet i rollebegrebet er også relationer og kommunikation med andre samt overbevisninger og holdninger.…”

Section: Roller Og Kompetencerunclassified

“…Facilitatorrollen er én af de roller, der oftest bliver naevnt og behandlet, herunder den viden, de faerdigheder og kompetencer, som underviseren skal besidde for at kunne engagere de studerende aktivt i onlinedelen af et blended forløb. Underviserens evne til at udfylde facilitatorrollen har vist sig at vaere afgørende for at realisere laeringspotentialet (Abdous, 2011;Donnelly & McAvinia, 2012;Huang, 2019;Kliger & Pfeiffer, 2011;Sahni, 2019;Sajdak & Koscielniak, 2014;Salmon, 2011;Salter, 2006).…”

Section: Facilitatorrollen Og Underviserens Online Tilstedevaerelseunclassified

“…I et studie af social presence i en blended learning kontekst peger Whiteside (2015) på vigtigheden af, at underviseren, gennem sit engagement i laereprocessen, initierer og faciliterer aktiviteter, der understøtter etablering og vedligeholdelse af sociale relationer. Flere andre studier peger ligeledes på, at underviserens sociale rolle har stor betydning for de studerendes laering i blendede kontekster, men at der er behov for ydereligere forskning inden for området (Anderson, 2017;Gerbic, 2011;Huang, 2019;Keller, Wass, Zetterlind, Ghassemali & Seifeddine, 2017;Kliger & Pfeiffer, 2011;Ocak, 2011).…”

Section: Facilitatorrollen Og Underviserens Online Tilstedevaerelseunclassified

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Den blendede undervisers roller og kompetencer

Christensen

Kjær

Hansen

2020

LOM

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Denne artikel bidrager med viden om de roller og kompetencer, der er behov for hos undervisere ifm. tilrettelaeggelse, gennemførelse og evaluering af effektiv blended learning og forslag til alternative måder at organisere disse opgaver på. Via litteraturstudier identificeres de mest centrale opmaerksomhedspunkter og udfordringer for den blendede underviser. Rollegallerier og kompetence-paletter praesenteret i 6 tekster gennemgås og analyseres. Det konkluderes, at der ikke er konsensus i litteraturen om roller, kompetencer og anvendelse af begreber. Samtidig er det underbelyst, hvilke roller og kompetencer, der er nødvendige for at skabe et godt blend. Fokus er oftest, hvad det kraever at varetage online delen af blended learning. Forfatterne praesenterer deres bud på den blendede undervisers roller og kompetencer og konstaterer, at det er en saerdeles kompleks opgave at varetage blended learning, og at der stilles store krav til den blendede underviser. Derfor foreslås alternative måder at organisere arbejdet på, nemlig unbundling af underviserrollen, udvikling af ressourcer og tilrettelaeggelse af kompetenceudvikling. Engelsk abstractThis article contributes knowledge on the roles and competences needed in relation to the planning, delivery and evaluation of effective blended learning and suggestions for alternative ways of organising these tasks. Through literature studies, key points of attention and challenges for the blended teacher are identified. The roles and competences presented in 6 articles are described and analysed. The conclusion is that there is no consensus in the literature on roles, competences or usage of terms. At the same time, little attention is paid to the roles and competences needed to create a good blend. Most often the focus is what it takes to handle the online part of blended learning. The authors present their model of the blended teacher's roles and competences and establish that it is a tremendously complex task to handle blended learning, and that huge demands are put on the blended teacher. Therefore, alternative ways of organising the work is suggested, namely unbundling of the teacher role, development of resources and competence development for faculty.

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Institutional change to support online learners: A case study for student success

Bartek

Pellegrino

White

et al. 2022

New Drctns Community Coll

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The article presents a case study on institutional change within the context of an online improvement initiative. As part of its quality enhancement plan (QEP) improvement process in support of accreditation reaffirmation, Wake Technical Community College (Raleigh, NC) implemented a multistage change process to engage the college in data‐driven change resulting in the eLearning preparedness initiative (EPIC). EPIC targeted student success in online courses by improving both student and faculty preparedness for online learning and teaching. The article first describes the need for change, provides an overview of the change initiative, then describes the transformational change process and lessons learned. The article closes with guiding questions for community college leaders and online learning change‐agents to consider when planning for and implementing strategies for improving the student experience and supporting online student success.

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Comparing teacher’s roles of F2f learning and online learning in a blended English course

Cited by 61 publications

References 26 publications

A Comparative Study on Teacher Roles of English Course and Computer Science Course

A Comparative Study on Teacher Roles of English Course and Computer Science Course

Den blendede undervisers roller og kompetencer

Institutional change to support online learners: A case study for student success

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