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Online Instructor Clusters: Implementation Frequency of Instructional Activities.

Fethi A Inan1, Doris U Bolliger1

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PubMed
Summary

Instructors in online courses were grouped by activity patterns, revealing content-centric and learner-centric orientations. Constructivist beliefs and gender predicted group membership, impacting instructor satisfaction.

Keywords:
Instructor SatisfactionLatent Class AnalysisOnline Teaching PracticesPedagogical BeliefsStudent Learning Activities

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Area of Science:

  • Educational Technology
  • Higher Education Pedagogy
  • Online Learning Environments

Background:

  • Understanding instructor approaches in online courses is crucial for effective pedagogy.
  • Faculty implement diverse instructional activities, leading to varied teaching orientations.
  • Instructor satisfaction is a key factor in online teaching effectiveness and retention.

Purpose of the Study:

  • To categorize instructors based on their online course activity implementation patterns.
  • To identify factors influencing differences among these instructor groups.
  • To determine if group membership affects online instructor satisfaction.

Main Methods:

  • Latent class analysis was employed to identify distinct instructor groups.
  • Data were collected from university faculty using validated instruments.
  • Instruments measured pedagogical beliefs, instructional activity implementation, and instructor satisfaction.

Main Results:

  • A two-cluster solution emerged: a content-centric orientation and a learner-centric orientation.
  • Constructivist pedagogical beliefs and gender significantly predicted cluster membership.
  • Significant differences in online instructor satisfaction were found between the identified clusters.

Conclusions:

  • Instructor activity patterns in online courses can be meaningfully clustered into content- and learner-centric types.
  • Pedagogical beliefs, particularly constructivism, and demographic factors like gender influence these orientations.
  • Tailoring support and professional development based on these instructor orientations may enhance online teaching satisfaction and effectiveness.