E-Learning Collaborative Env -Learning Collaborative Env -Learning Collaborative Env -Learning Collaborative Enviii ronments ronments ronments The Role of the I The Role of the I The Role of the I The Role of the Innin

TL;DR: In this article, the role of instructors in e-learning environments is discussed and a coding scheme is developed to capture the range and variety of instructional acts as well as the range of instructional act types.

Abstract: In online classrooms the messages the instructor posts are the avenue In online classrooms the messages the instructor posts are the avenue In online classrooms the messages the instructor posts are the avenue In online classrooms the messages the instructor posts are the avenue through which they fulfill their role in the online classroom. This paper d through which they fulfill their role in the online classroom. This paper d through which they fulfill their role in the online classroom. This paper d through which they fulfill their role in the online classroom. This paper de e - - - scribes the role of instructors in e-learning environments. We have developed a scribes the role of instructors in e-learning environments. We have developed a scribes the role of instructors in e-learning environments. We have developed a scribes the role of instructors in e-learning environments. We have developed a coding scheme to capture the range and variety of instructional acts as r coding scheme to capture the range and variety of instructional acts as r coding scheme to capture the range and variety of instructional acts as r coding scheme to capture the range and variety of instructional acts as re e - - - vealed in the content of instructor postings to an asynchronous online confe vealed in the content of instructor postings to an asynchronous online confe vealed in the content of instructor postings to an asynchronous online confe vealed in the content of instructor postings to an asynchronous online confer r - - - ence. Multiple offerings of three different online post-secondary courses (Fine ence. Multiple offerings of three different online post-secondary courses (Fine ence. Multiple offerings of three different online post-secondary courses (Fine ence. Multiple offerings of three different online post-secondary courses (Fine Arts, Statistics, and Psychiatric Nursing) are analyzed using a modified version Arts, Statistics, and Psychiatric Nursing) are analyzed using a modified version Arts, Statistics, and Psychiatric Nursing) are analyzed using a modified version Arts, Statistics, and Psychiatric Nursing) are analyzed using a modified version of Consensual Qualitative Research. A description of instructors' online acts in of Consensual Qualitative Research. A description of instructors' online acts in of Consensual Qualitative Research. A description of instructors' online acts in of Consensual Qualitative Research. A description of instructors' online acts in four categories (Pedagogical, Managerial, Technical, and Social) was deve four categories (Pedagogical, Managerial, Technical, and Social) was deve four categories (Pedagogical, Managerial, Technical, and Social) was deve four categories (Pedagogical, Managerial, Technical, and Social) was devel l - - - oped and presented to an online conference of experienced online instructors oped and presented to an online conference of experienced online instructors oped and presented to an online conference of experienced online instructors oped and presented to an online conference of experienced online instructors for review. We also investigated the distribution of Pedagogical, Managerial, for review. We also investigated the distribution of Pedagogical, Managerial, for review. We also investigated the distribution of Pedagogical, Managerial, for review. We also investigated the distribution of Pedagogical, Managerial, Social, and Technical activities across different courses over time and found Social, and Technical activities across different courses over time and found Social, and Technical activities across different courses over time and found Social, and Technical activities across different courses over time and found that instructor postings contained more Pedagogical and Managerial codes that instructor postings contained more Pedagogical and Managerial codes that instructor postings contained more Pedagogical and Managerial codes that instructor postings contained more Pedagogical and Managerial codes than Social and Technical codes, and this occurred equally at all stages in the than Social and Technical codes, and this occurred equally at all stages in the than Social and Technical codes, and this occurred equally at all stages in the than Social and Technical codes, and this occurred equally at all stages in the course. In addition, we found that although the number of student postings rose course. In addition, we found that although the number of student postings rose course. In addition, we found that although the number of student postings rose course. In addition, we found that although the number of student postings rose with the number of students in the course, the number of instructor postings with the number of students in the course, the number of instructor postings with the number of students in the course, the number of instructor postings with the number of students in the course, the number of instructor postings remained co remained co remained co remained con n n nstant. stant.