Adoption Process of Instructors to Online Roles

Yıl 2013, Cilt 2, Sayı 2, 17.11.2013

Muhammet BERİGEL Hasan KARAL

Öz

Online learning activities has started to rise in 1990s and continued to develop in 2000s with new instructional technologies. Online developments caused a dramatic evolution in instructors online roles, and raises fundamental questions about how instructors will adopt these changing roles for their teaching-learning activities. At this study adoption process of instructors online roles was investigated deeply using ethnographic case study methodology. Sample of study is 3 instructors at non-thesis masters program which is Educational Administration, Controlling, Planning and Economics. Researcher joined online teaching learning activities as student with new identity and collected data using ethnographic approaches. Data about adoption process were collected focusing 4 main online roles of instructor which are pedagogical technical, social and managerial. Results of study offers deep information about instructors adoption process to online learning environment Keywords: ınstructors online roles, ethnographic study, adoption process to online roles

Anahtar Kelimeler

ınstructors’ online roles, ethnographic study, adoption process to online roles

Kaynakça

• Abdulla, A. G. (2006). Distance learning students' perceptions of the online instructor roles and competencies,
• Dissertation Abstracts International, 65(7). Anderson, T., Rourke, L., Garrison, D.R. & Archer, W. (2001). Assessing teacher presence in a computer conferencing context. Journal of Asynchronous Learning Networks, 5(2), 1-17.
• Bawane, J., Spector M. (2009). Prioritization of online instructor roles: implications for competency-based teacher education programs, Distance Education, 30(3), 383–397
• Beaudoin, M. (1990). The instructor's changing role in distance education. The American Journal of Distance Education, 4(2).
• Berge, Z. L. (1995). Facilitating computer conferencing: Recommendations from the field. Educational Technology, 35, 22–30.
• Berge, Z.L. (1996). Example case studies in postsecondary, online teaching. In G. Hart & J. Mason (Eds.),
• Proceedings of ‘The Virtual University’ Symposium (pp. 99– 105). Melbourne, Australia, Berge, Z.L. (2008). Changing instructor’s roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 408–414.
• Bonk, C.J., Daytner, K., Daytner, G., Dennen, V., & Malikowski, S. (1999). Online mentoring of preservice teachers with web-based cases, conversations, and collaboration. Paper presented at American Educational
• Research Association annual meeting, Montreal, Canada Bonk, C. J., Kirkley J. R., Hara, N., & Dennen, N.. (2001). Finding the Instructor in Post-secondary Online
• Learning: Pedagogical, Social, Managerial, and Technological Locations. In Stephenson, J. (Ed.), Teaching and Learning Online: Pedagogies for New Technologies, (pp.76–97), London: Kogan Page. Dubuclet, K. S. (2008). Teachıng Presence: A Focus on the Instructor’s Role in Online Collaborative Learnıng,
• Unpublished PHD thesis Harasim, L., Hiltz, S.R., Teles, L., & Turoff, M. (1995). Learning networks. Cambridge, MA: MIT Press.
• Işıkoğlu, N. (2003). New Toys for Young Children: Integration of Computer Technology into Early Childhood
• Education, The Turkish Online Journal of Educational Technology, 2(4)- 5 Jorgensen, D. (2002). The challenges and benefits of asynchronous learning networks. The Reference Librarian, 77, 3-17.
• Liu, X., Bonk, C. J., Magjuka, R. C., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9, 29-48.
• Lou, Y. (2004). Learning to solve complex problems through between-group collaboration in project-based online courses. Distance Education, 25(1), 49-66.
• Merriam S. (1991). Case Study research in Education: A qualitative approach. San Fransisco: Josey-Bass Publishers.
• Rohfeld, R.W., and R. Hiemstra. (1995). Moderating discussions in the electronic classroom. In Z. L. Berge and M. P. Collins (Ed.), Computer Mediated Communication and the Online Classroom (pp. 91–104), Cresskill, NJ: Hampton.
• Salmon, G.K. & Giles, K. (1997). Moderating online, Paper presented at Online Educa Conference, Berlin.
• Spradley, J.P. (1979), The ethnographic interview. New York; Bolt, Rinehart, and Winston.
• Stake, R. (1994). Case Studies. In Denzin, N. K. and Y. S. Lincoln (Eds.), Handbook of Qualitative Research.
• Thousand Oaks, CA: Sage, Şahin, İ. (2005). Understandıng faculty adoptıon of technology usıng the learnıng/adoptıon trajectory model: a qualıtatıve case study. The Turkish Online Journal of Educational Technology, 4(1), 10.
• Teles L., S. Ashton, T. Roberts, & I. Tzoneva. (2001). The Role of the Instructor in E-Learning Collaborative
• Environments. TechKnowlogia , 6/7 Vonderwell, S. and Savery, J. (2004). Online Learning: Student Roleand Readiness. The Turkish Online Journal of Educational Technology, 3(3).