Teachers’ roles in online learning communities: a case study from the digitally underdeveloped country

References

• Abdulla, A. G. (2004). Distance learning students’ perceptions of the online instructor roles and competencies (Doctoral dissertation). Florida State University, FL. http://www.citeulike.org/user/jrhode/article/1029039
   Google Scholar
• Agung, A. S. N., Surtikanti, M. W., & Surtikanti, M. W. (2020). Students’ perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial dan Humaniora, 10(2), 225–235. https://doi.org/10.31940/soshum.v10i2.1316
   Google Scholar
• Anderson, T., & McGreal, R. (2012). Disruptive pedagogies and technologies in universities. Educational Technology & Society, 15(4), 380–389. www.jstor.org/stable/jeductechsoci.15.4.380
   Web of Science ®Google Scholar
• Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. Jossey-Bass Publishers.
   Google Scholar
• Batdı, V., Doğan, Y., & Talan, T. (2021). Effectiveness of online learning: A multi-complementary approach research with responses from the COVID-19 pandemic period. Interactive Learning Environments, 1–34. https://doi.org/10.1080/10494820.2021.1954035
   Web of Science ®Google Scholar
• Berge, Z. L. (1995). The role of the online instructor/facilitator. Educational Technology, 35(1), 22–30. https://www.researchgate.net/publication/238348806_The_Role_of_the_Online_InstructorFacilitator
   Google Scholar
• Bezuidenhout, A. (2015). Implications for academic workload of the changing role of distance educators. Distance Education, 36(2), 246–262. https://doi.org/10.1080/01587919.2015.1055055
   Web of Science ®Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
   Google Scholar
• David, R., Pellini, A., Jordan, K., & Phillips, T. (2021). Education during the COVID-19: Crisis opportunities and constraints of using EdTech in low-income countries. EdTechHub. https://doi.org/10.5281/zenodo.3750976
   Google Scholar
• Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian International Students in China. Online Journal of Communication and Media Technologies, 10(3), e202018. https://doi.org/10.29333/ojcmt/8286
   Web of Science ®Google Scholar
• Eder, R. (2020). The remoteness of remote learning: A policy lesson from COVID19. Journal of Interdisciplinary Studies in Education, 9(1), 168–171. https://doi.org/10.32674/jise.v9i1.2172
   Google Scholar
• Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. https://doi.org/10.1207/S15326985EP3602_5
   Web of Science ®Google Scholar
• Facer, K. (2011). Learning futures: Education, technology and social change. Routledge.
   Google Scholar
• Fernandez, A. A., & Shaw, G. P. (2020). Academic leadership in a time of crisis: The coronavirus and COVID-19. Journal of Leadership Studies, 14(1), 39–45. https://doi.org/10.1002/jls.21684
   Web of Science ®Google Scholar
• Fullan, M., & Langworthy, M. (2014). A rich seam. How pedagogies find deep learning. Pearson. https://oer4nosp.col.org/id/eprint/5
   Google Scholar
• Galloway, F. J., & Jenkins, J. R. (2005). The adjustment problems faced by International Students in the United States: A comparison of International Students and administrative perceptions at Two private, religiously affiliated Universities. NASPA Journal, 42(2), 175–187. https://doi.org/10.2202/1949-6605.1471
   Google Scholar
• Gómez-Rey, P., Barbera, E., & Fernández-Navarro, F. (2018). Students’ perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles. Australasian Journal of Educational Technology, 34(1), 1. https://doi.org/10.14742/ajet.3437
   Web of Science ®Google Scholar
• Greener, S. (2022). The tensions of student engagement with technology. Interactive Learning Environments, 30(3), 397–399. https://doi.org/10.1080/10494820.2022.2048550
   Web of Science ®Google Scholar
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review. https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
   Google Scholar
• Kamal, T., & Illiyan, A. (2021). School teachers’ perception and challenges towards online teaching during COVID-19 pandemic in India: An econometric analysis. Asian Association of Open Universities Journal, 16(3), 311–325. https://doi.org/10.1108/AAOUJ-10-2021-0122
   Google Scholar
• Karvounis, L., & Anastasiadis, P. (2019). The importance of “teaching presence” and the new role of the teacher in contemporary learning environments focusing on pedagogical exploitation of interactive videoconferencing. Open Education - The Journal for Open and Distance Education and Educational Technology, 15(1), 202–211. https://ejournals.epublishing.ekt.gr/index.php/openjournal/article/viewFile/18961/18146
   Google Scholar
• Liu, X., Bonk, C., Magjuka, R., Lee, S., & Su, B. (2005). Exploring four dimensions of online instructor roles: A program level case study. Journal of Asynchronous Learning Networks, 9(4), 29–48. https://doi.org/10.24059/olj.v9i4.1777
   Google Scholar
• Maor, D. (2003). Teacher’s and students’ perspectives on on-line learning in a social constructivist learning environment. Technology, Pedagogy and Education, 12(2), 201–218. https://doi.org/10.1080/14759390300200154
   Google Scholar
• Marchel, C. A. (2007). Learning to talk/talking to learn: Teaching critical dialogue. Teaching Educational Psychology, 2(1), 1–15. https://files.eric.ed.gov/fulltext/EJ817746.pdf
   Google Scholar
• Mason, R. (1991). Moderating educational computer conferencing. Deosnews, 1(19), 91–101. https://www.nooa.no/wp-content/uploads/2017/11/deosnews1_19.pdf
   Google Scholar
• McMahon, D., & Walker, Z. (2019). Leveraging emerging technology to design an inclusive future with universal design for learning. Center for Educational Policy Studies Journal, 9(3), 75–93. https://doi.org/10.26529/cepsj.639
   Google Scholar
• Mohmmed, A. O., Khidhir, B. A., Nazeer, A., & Vijayan, V. J. (2020). Emergency remote teaching during coronavirus pandemic: The current trend and future directive at Middle East college Oman. Innovative Infrastructure Solutions, 5(3), 72. https://doi.org/10.1007/s41062-020-00326-7
   Web of Science ®Google Scholar
• Murphy, M. (2020). COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492–505. https://doi.org/10.1080/13523260.2020.1761749
   Web of Science ®Google Scholar
• Myhre, T. S., & Dewaele, J. M. (2022). Outdoor teaching as an alternative to emergency remote teaching during the COVID-19 pandemic. The European Educational Researcher, 129–132. https://doi.org/10.31757/euer.524
   Google Scholar
• Paulsen, M. P. (1995). Moderating educational computer conferences. In Z. L. Berge & M. P. Collins (Eds.), Computer-mediated communication and the on-line classroom in distance education (pp. 81–90). Hampton Press.
   Google Scholar
• Psotka, J. (2022). Exemplary online education: For whom online learning can work better. Interactive Learning Environments, 30(2), 199–201. https://doi.org/10.1080/10494820.2022.2031065
   Web of Science ®Google Scholar
• Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y
   Google Scholar
• Redecker, A. C., Leis, M., & Leendertse, M. (2011). The future of learning: Preparing for change. Seville.
   Google Scholar
• Samuel, A. (2020). Zones of agency: Understanding online faculty experiences of presence. The International Review of Research in Open and Distributed Learning, 21(4), 79–95. https://doi.org/10.19173/irrodl.v21i4.4905
   Web of Science ®Google Scholar
• Scull, J., Phillips, M., Sharma, U., & Garnier, K. (2020). Innovations in teacher education at the time of COVID19: An Australian perspective. Journal of Education for Teaching, 46(4), 497–506. https://doi.org/10.1080/02607476.2020.1802701
   Web of Science ®Google Scholar
• Sinay, E., & Yashkina, A. (2012). Technology and innovation in education: Towards a single vision and plan for the Toronto district school board. Toronto.
   Google Scholar
• Stewart, D. (2008). Classroom management in the online environment. Journal of Online Learning and Teaching, 4(3), 371–374. https://jolt.merlot.org/vol4no3/stewart_0908.pdf
   Google Scholar