TY - JOUR
T1 - A systematic review on university instructors’ roles and competencies in online teaching environments
AU - Khodabandelou, Rouhollah
AU - Chaharbashloo, Hossein
AU - Ghaderi, Mostafa
AU - Zeinabadi, Hassanreza
AU - Karimi, Leila
N1 - Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Online instruction is now a common practice in higher education. Due to the great demand for online instruction, roles and competencies of online instructors have received significant attention to be determined. This study is a systematic review of 11 years of research (2010–2020) on the higher education context's online instructor roles and competencies. The study aims to classify the roles and competencies of higher education instructors in online teaching and learning environments. Forty-three articles were selected from 9 major academic databases using search strings and manual screening protocols. The literature analysis emphasized a total of thirteen roles and eight competency categories. Communication, development, and management have been identified as top online instructors’ roles. While “planning, design, and organization”, “interaction”, and “assessment” have been found as top online instructors’ competencies. Further, the time trend analysis showed that communication and developing were the most repetitive roles, and two approaches to identify competencies were found.
AB - Online instruction is now a common practice in higher education. Due to the great demand for online instruction, roles and competencies of online instructors have received significant attention to be determined. This study is a systematic review of 11 years of research (2010–2020) on the higher education context's online instructor roles and competencies. The study aims to classify the roles and competencies of higher education instructors in online teaching and learning environments. Forty-three articles were selected from 9 major academic databases using search strings and manual screening protocols. The literature analysis emphasized a total of thirteen roles and eight competency categories. Communication, development, and management have been identified as top online instructors’ roles. While “planning, design, and organization”, “interaction”, and “assessment” have been found as top online instructors’ competencies. Further, the time trend analysis showed that communication and developing were the most repetitive roles, and two approaches to identify competencies were found.
KW - competencies
KW - higher education
KW - online instruction
KW - roles
KW - Systematic review
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U2 - 10.1080/10494820.2022.2152057
DO - 10.1080/10494820.2022.2152057
M3 - Review article
AN - SCOPUS:85144044663
SN - 1049-4820
JO - Interactive Learning Environments
JF - Interactive Learning Environments
ER -