Students' perceptions of instructors' roles in blended and online learning environments: A comparative study

Min Ling Hung*, Chien Chou

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

71 Scopus citations

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 OIRBSwas validated infive constructs: course designerandorganizer (CDO), discussion facilitator (DF), social supporter (SS), technology facilitator (TF), and assessment designer (AD). The results showthat thefive 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.

Original languageEnglish
Pages (from-to)315-325
Number of pages11
JournalComputers and Education
Volume81
DOIs
StatePublished - Feb 2015

Keywords

  • Distance education and telelearning
  • Evaluation methodologies
  • Interactive learning environments
  • Teaching/learning strategies

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