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This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.
Pilar Gómez-Rey; Francisco Fernández-Navarro; María Vázquez-De Francisco. Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique. Sustainability 2021, 13, 6112 .
AMA StylePilar Gómez-Rey, Francisco Fernández-Navarro, María Vázquez-De Francisco. Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique. Sustainability. 2021; 13 (11):6112.
Chicago/Turabian StylePilar Gómez-Rey; Francisco Fernández-Navarro; María Vázquez-De Francisco. 2021. "Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique." Sustainability 13, no. 11: 6112.
This article describes the development of an application for the grading and provision of feedback on educational processes. The too, named EduZinc, enables instructors to go through the complete process of creating and evaluating the activities and materials of a course. The application enables for the simultaneous management of two teaching-related aspects: (a) creation of individualized learning products (activities, tests and exams) and (b) automatic grading (for every learning product; automated creation of student, class, and competency-based reports; and delivery of personalized reports to students, instructors and tutors). The system also has a series of warnings in place to notify instructors and tutors when a student is falling behind. As a means to reward the efforts made during the course, the program keeps relevant statistics, notifying when a student is excelling in the course.
David Becerra-Alonso; Isabel Lopez-Cobo; Pilar Gómez-Rey; Francisco Fernández-Navarro; Elena Barbera. EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments. Distance Education 2020, 41, 86 -105.
AMA StyleDavid Becerra-Alonso, Isabel Lopez-Cobo, Pilar Gómez-Rey, Francisco Fernández-Navarro, Elena Barbera. EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments. Distance Education. 2020; 41 (1):86-105.
Chicago/Turabian StyleDavid Becerra-Alonso; Isabel Lopez-Cobo; Pilar Gómez-Rey; Francisco Fernández-Navarro; Elena Barbera. 2020. "EduZinc: a tool for the creation and assessment of student learning activities in complex open, online, and flexible learning environments." Distance Education 41, no. 1: 86-105.
Information about the paper titled "A PRELIMINARY INSTRUMENT TO FOSTER DEVELOPMENT OF LIFE SKILLS IN ONLINE LEARNING" at IATED Digital Library
Pilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro; Jingjing Zhang. A PRELIMINARY INSTRUMENT TO FOSTER DEVELOPMENT OF LIFE SKILLS IN ONLINE LEARNING. EDULEARN18 Proceedings 2018, 9908 -9918.
AMA StylePilar Gómez-Rey, Elena Barbera, Francisco Fernández-Navarro, Jingjing Zhang. A PRELIMINARY INSTRUMENT TO FOSTER DEVELOPMENT OF LIFE SKILLS IN ONLINE LEARNING. EDULEARN18 Proceedings. 2018; ():9908-9918.
Chicago/Turabian StylePilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro; Jingjing Zhang. 2018. "A PRELIMINARY INSTRUMENT TO FOSTER DEVELOPMENT OF LIFE SKILLS IN ONLINE LEARNING." EDULEARN18 Proceedings , no. : 9908-9918.
The topic of online instructors’ roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors’ roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students’ scores were projected over those factors to obtain the instructors’ performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.
Pilar Gómez-Rey; Elena Barberà; Francisco Fernández-Navarro. Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles. Australasian Journal of Educational Technology 2018, 34, 1 .
AMA StylePilar Gómez-Rey, Elena Barberà, Francisco Fernández-Navarro. Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles. Australasian Journal of Educational Technology. 2018; 34 (1):1.
Chicago/Turabian StylePilar Gómez-Rey; Elena Barberà; Francisco Fernández-Navarro. 2018. "Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles." Australasian Journal of Educational Technology 34, no. 1: 1.
Pilar Gómez-Rey; Francisco Fernandez-Navarro; Elena Barberà; Mariano Carbonero-Ruz. Understanding student evaluations of teaching in online learning. Assessment & Evaluation in Higher Education 2018, 43, 1272 -1285.
AMA StylePilar Gómez-Rey, Francisco Fernandez-Navarro, Elena Barberà, Mariano Carbonero-Ruz. Understanding student evaluations of teaching in online learning. Assessment & Evaluation in Higher Education. 2018; 43 (8):1272-1285.
Chicago/Turabian StylePilar Gómez-Rey; Francisco Fernandez-Navarro; Elena Barberà; Mariano Carbonero-Ruz. 2018. "Understanding student evaluations of teaching in online learning." Assessment & Evaluation in Higher Education 43, no. 8: 1272-1285.
This paper determines which instructional roles and outputs are important in the 21st century from the perspective of students in asynchronous learning environments. This research work uses a literature review, in-depth interviews with experts, and a pilot study with students to define the instructors’ outputs. Following this, roles are determined by using a quantitative methodology (in a sample of 925 students). To our knowledge, the remaining research works on this topic identify the online instructors' roles by a qualitative analysis. The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward.
Pilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro. Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century. The International Review of Research in Open and Distributed Learning 2017, 18, 1 .
AMA StylePilar Gómez-Rey, Elena Barbera, Francisco Fernández-Navarro. Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century. The International Review of Research in Open and Distributed Learning. 2017; 18 (2):1.
Chicago/Turabian StylePilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro. 2017. "Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century." The International Review of Research in Open and Distributed Learning 18, no. 2: 1.
This article explores the quality of the online learning experience based on the Sloan-C framework and the Online Learning Consortium’s (OLC) quality scorecard. The OLC index has been implemented to evaluate quality in online programs from different perspectives. Despite this, the opinions of learners are ignored, and it is built using feedback from experts and panelists while ignoring the factors that teachers consider important during their lectures. We propose an alternative way of measuring the quality of online learning programs by analyzing the satisfaction of the learning experience and using teachers and students’ perceptions. The 11 categories composing the index were weighted in the teacher and student indices using principal component analysis, and finally these two indices were linearly combined with a parameter that defines the importance of each body. Findings show that while teachers perceive collaborative learning variables as crucial, learners are more concerned with their own learning benefits.
Pilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro. Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education 2016, 37, 146 -163.
AMA StylePilar Gómez-Rey, Elena Barbera, Francisco Fernández-Navarro. Measuring teachers and learners’ perceptions of the quality of their online learning experience. Distance Education. 2016; 37 (2):146-163.
Chicago/Turabian StylePilar Gómez-Rey; Elena Barbera; Francisco Fernández-Navarro. 2016. "Measuring teachers and learners’ perceptions of the quality of their online learning experience." Distance Education 37, no. 2: 146-163.
This study examines success factors in online learning from the instructors’ perspective. Academic success comprises not only student satisfaction and good grades, but also perception of learning and knowledge transfer. A systemic model of inputs–process–outputs of learning was used. A total of 322 online teachers from four different universities and countries were used to study factors of attainment. Findings suggest that: (i) instructors from the University of Peking and the Autonomous Popular University of the State of Puebla reported learner factors as the most important for students on online courses, (ii) instructors from the University of New Mexico perceived institutional factors as the most important for establishing effective online learning and (iii) instructors from the Open University of Catalonia reported outcome factors as the most important for learners in online courses. Compared with other research results in online learning, instructors in this study generally reflect a greater concern about the content, social presence, instruction and their interactions than about technological matters.
Elena Barberà; Pilar Gómez-Rey; Francisco Fernández-Navarro. A cross-national study of teacher’s perceptions of online learning success. Open Learning: The Journal of Open, Distance and e-Learning 2016, 31, 25 -41.
AMA StyleElena Barberà, Pilar Gómez-Rey, Francisco Fernández-Navarro. A cross-national study of teacher’s perceptions of online learning success. Open Learning: The Journal of Open, Distance and e-Learning. 2016; 31 (1):25-41.
Chicago/Turabian StyleElena Barberà; Pilar Gómez-Rey; Francisco Fernández-Navarro. 2016. "A cross-national study of teacher’s perceptions of online learning success." Open Learning: The Journal of Open, Distance and e-Learning 31, no. 1: 25-41.
Pilar Gómez-Rey; Francisco Fernández-Navarro; Elena Barberà. Ordinal regression by a gravitational model in the field of educational data mining. Expert Systems 2015, 33, 161 -175.
AMA StylePilar Gómez-Rey, Francisco Fernández-Navarro, Elena Barberà. Ordinal regression by a gravitational model in the field of educational data mining. Expert Systems. 2015; 33 (2):161-175.
Chicago/Turabian StylePilar Gómez-Rey; Francisco Fernández-Navarro; Elena Barberà. 2015. "Ordinal regression by a gravitational model in the field of educational data mining." Expert Systems 33, no. 2: 161-175.