Students' perceptions of instructors' roles in blended and online learning environments: A comparative study |
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| Affiliation: | 1. Teacher Education Center, Ming Chuan University, 5 De Ming Rd., Gui Shan District, Taoyuan County 333, Taiwan;2. Institute of Education, National Chiao Tung University, 1001 Ta-Hsueh Rd, Hsinchu, 30010 Taiwan;1. Faculty of Education, Pontifical University of Salamanca, Henry Collet Street, 52-70, Salamanca, 37007, Spain;2. Faculty of Education, Department of Didactics, Organization and Research Methods, University of Salamanca, Promenade Canalejas, 169, 37008, Salamanca, Spain;3. Faculty of Sciences, Department of Computer Science, University of Salamanca, Caídos Square s/n, 37008, Salamanca, Spain |
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| Abstract: | This study develops an instrument—the Online Instructor Role and Behavior Scale (OIRBS)—and uses it to examine students' perceptions of instructors' roles in blended and online learning environments. A total sample of 750 university students participated in this study. Through a confirmatory factor analysis, the OIRBS was validated in five constructs: course designer and organizer (CDO), discussion facilitator (DF), social supporter (SS), technology facilitator (TF), and assessment designer (AD). The results show that the five factor structures remained invariant across the blended learning and online learning. Both students in blended learning environments and students in online learning environments exhibited the greatest weight in the CDO dimension, followed by the TF and DF dimensions. In addition, students in the online learning environments scored higher in the DF dimension than did those in the blended learning environments. |
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| Keywords: | Distance education and telelearning Interactive learning environments Teaching/learning strategies Evaluation methodologies |
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