Investigating virtual instructor roles and online teaching experience: a program level case study
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2017
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Assumption University-eJournal of Interdisciplinary Research (AU-eJIR) Vol.2. Issue.2, 2017
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Investigating virtual instructor roles and online teaching experience: a program level case study
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Abstract
Delivery of distance education via internet based technology to make learning
interactive and collaborative has become increasingly accepted in education nationwide and
worldwide. New technologies provide the opportunity and challenge teachers to perform virtual
instructor roles. This research study reflected on the virtual instructor roles and online teaching
experiences towards eLearning delivery mode. The objective of the study was to explore the virtual
instructor roles and online teaching experiences at program level at Graduate School of
eLearning, Assumption University of Thailand. The virtual instructor roles included three
dimensions: pedagogical dimension, managerial dimension, and technological dimension. A
qualitative case study method was used in this study which included the instructors’ positive
impression towards on line teaching experiences. The respondents for the study were 15 faculties
members from five online graduate programs at Graduate School of eLearning, Assumption
University of Thailand. The structured questionnaire was used to obtain the qualitative data. The
content analysis was used to analyze the qualitative data. Findings revealed that there were some
similarities and differences on reflections, impressions, and online teaching experiences among the
faculty members.
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This work is licensed under a Creative Commons CC0 1.0 Universal license(CC0 1.0).