Instructor Competencies for Online Courses

Yüksel, İsmail

doi:10.1016/j.sbspro.2009.01.305

Cited by 10 publications

(6 citation statements)

References 7 publications

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“…In many cases, course tutors or instructors play a key role by planning the curriculum and employing pedagogical strategies to harness available technologies in ensuring the success of e-learning. From that of a knowledge transmitter, the tutor assumes the new role of a facilitator, coach, mentor, trouble shooter to resolve hardware and software issues (Yuksel, 2009). Previous research has also indicated that instructors' timely response to learners' needs significantly influences learners' satisfaction (Thurmond, Wamback, & Connors, 2002).…”

Section: Tutor Qualitymentioning

confidence: 99%

Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Teo

Wong

2013

Journal of Educational Computing Research

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This study explored the key drivers of student teachers' e-learning satisfaction. Three hundred and eighty-seven participants completed a survey questionnaire measuring their self-reported responses to six constructs (tutor quality, perceived usefulness, perceived ease of use, course delivery, facilitating conditions, and course satisfaction). Data analysis was performed using structural equation modeling. The results of this study showed that, apart from facilitating conditions, all constructs were significant predictors of e-learning satisfaction. However, facilitating conditions was found to be a significant mediator of perceived ease of use and satisfaction. Some implications for e-learning and teacher education were discussed.

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Section: Tutor Qualitymentioning

confidence: 99%

Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Teo

Wong

2013

Journal of Educational Computing Research

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“…Yukarıda da ifade edildiği üzere, derslere katılmayan öğrencilerin başarı durumları tartışmalı bir konudur. Bazı araştırmacılar, öğretim süreçlerinin etkili ve verimli olmasının, öğrencilerin etkin katılımına bağlı olduğunu iddia etmektedir (Durdu ve Albayrak, 2015;Yuksel, 2009) Although EDE activities continued during the pandemic process are seen as similar to traditional DE activities, there are some differences between the two (Bozkurt and Sharma, 2020;Hodges et al, 2020). One of the prominent differences is related to the planning dimension.…”

Section: Mobarakunclassified

Uzaktan Eğitim ve Uzaktan Öğretmen Yetiştirme Bağlamında Akademisyen Uygulama, Görüş ve Önerileri

ÇARDAK¹,

Güler²

2022

Yuzunci Yil Universitesi Egitim Fakultesi Dergisi

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Öz: Bu araştırma Covid-19 Pandemisi ile birlikte zorunlu ve ani bir biçimde uygulamaya geçilen acil uzaktan eğitim sürecinde, eğitim fakültelerinde ders veren akademisyenlerin acil uzaktan eğitim uygulamaları, bu süreçte karşılaştıkları sorunlar ile bunlara karşı çözüm önerileri ile uzaktan eğitime dair genel görüşleri ve bu görüşlerde pandemi sonrası ne tür değişimler olduğuna ilişkin bilgi toplamayı amaçlamaktadır. Araştırma, nitel araştırma yöntemlerinden durum çalışması ile yürütülmüştür. Veriler araştırmacı tarafından geliştirilen yarı-yapılandırılmış görüşme formu aracılığı ile toplanmıştır. Araştırmanın katılımcı grubunu eğitim fakültelerinde farklı bilim dallarında görev yapan uzaktan eğitim yoluyla ders veren on akademisyen oluşturmaktadır. Görüşmeler video-konferanslar aracılığıyla yapılmış ve bu görüşmeler kayıt altına alınmıştır. Elde edilen veriler betimsel analiz ve içerik analizi ile çözümlenerek çok sayıda bulguya ulaşılmıştır. Elde edilen bulgular alanyazındaki diğer bazı çalışmalar ışığında tartışılmış ve uzaktan öğretmen yetiştirmede yer alan paydaşlara çeşitli önerilerde bulunulmuştur.

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“…The course designer may be considered as a project manager, editor, and web developer, as they ensure that the alignment between the course layout and the selected course materials are properly and clearly linked (Caplan & Graham, 2004). It is paramount to structure to select relevant activities that correspond to course content as well as to design effective assessments (Yuksel, 2009). Inclusive design that uses interactive and globally accessible materials as well as multimedia resources with various formats allows students to engage with course content in various forms (Caplan & Graham, 2004).…”

Section: Course Designer or Developermentioning

confidence: 99%

Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

Martin

Kumar

She

2021

OLJ

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Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

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Instructor Competencies for Online Courses

Cited by 10 publications

References 7 publications

Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Modeling Key Drivers of E-Learning Satisfaction among Student Teachers

Uzaktan Eğitim ve Uzaktan Öğretmen Yetiştirme Bağlamında Akademisyen Uygulama, Görüş ve Önerileri

Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

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