Becoming a Virtual Professor: Pedagogical Roles and Asynchronous Learning Networks

By N. Coppola, Starr Roxanne Hiltz, N. Rotter. Journal of Management Information Systems, 2002

464 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d32bf8cf732cd85cb5ed0cddbea7bb6461abd250

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In Developmental and Educational Psychology

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Citations in the corpus

Online Education and Its Effective Practice: A Research Review (2016, background): “…to students’ posts, asking questions or expressing observations pertaining to students’ discussions, keeping course discussions moving in the right direction, interacting with individual students who need extra instructions and attention (Coppola, Hiltz, & Rotter, 2002; Kupczynski et al, 2010).”
AN EXPLORATION OF THE RELATIONSHIP BETWEEN INDICATORS OF THE COMMUNITY OF INQUIRY FRAMEWORK AND RETENTION IN ONLINE PROGRAMS (2019, background): “In order to facilitate discourse, the instructor may review and comment upon student posts, raise questions and make observations to direct discussions as desired, keep discussions moving efficiently, draw out inactive students and limit the activities of dominant students if detrimental to the grou”
Is There an Optimal Design for On-Line MBA Courses? (2005, background): “In fact, an emerging perspective within computermediated communications (CMC) research suggests that rather t an inhibiting interaction and social bonding, the flexibility inherent in CMC vehicles such as W b-based courses may help groups reach levels of relational intimacy comparable to face-to-fac”
An Investigation of Epistemological and Social Dimensions of Teaching in Online Learning Environments (2006, background): “To ensure the success of graduate-level web-based courses, faculty, instructional designers, and software developers should receive training in collaborative learning methods and interact with instructors experienced in conducting such courses in a collaborative format (Coppola et al., 2002; Palloff”
Researching the community of inquiry framework: Review, issues, and future directions (2007, background): “…move discussions in a desired direction, keep discussion moving efficiently, draw out inactive students, and limit the activities of dominating posters when they become detrimental to the learning of the group (Anderson et al., 2001; Coppola et al., 2002; Shea et al., 2003; Xin & Feenberg, 2006).”
Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers (2011, methodology): “Although the table was adapted from Bawane and Spector ’ s (2009) study on the prioritization of online instructor roles, additional roles were included from other studies focusing on teachers ’ roles in online learning environments (e.g., Anderson et al., 2001; Berge, 2009; Coppola et al., 2002).”
Asynchronous Discussion Forums: Success Factors, Outcomes, Assessments, and Limitations (2009, background): “…and Pilkington, 2006), there are two questions that emerge and need to be considered: first, and related to the managerial role referred to by Coppola et al. (2002), what does the instructor need to do in order to stimulate good asynchronous discussions and, second, once that discussion is…”
Faculty Lived Experiences in the Online Environment (2006, background): “According to N. W. Coppola et al. (2002), these tasks are categorized as cognitive, affective, and managerial.”
Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “Faculty also spend time outside of class giving attention to details of student performance as they monitor students and maintain proper records and gradebooks (Coppola et al., 2002; Darabi et al., 2006; Varvel, 2007).”
Does the Community of Inquiry Framework Predict Outcomes in Online MBA Courses (2007, background): “Given recent research results indicating the importance of instructors in virtual learning environments (Benbunan-Fich & Arbaugh, 2006; Brower, 2003; Coppola et al., 2002; Peltier, Schibrowsky, & Drago, 2007), the results of this study provide additional clarity regarding the nature of the…”
Interaction in distance-learning courses (2006, background): “Coppola, Hiltz, and Rotten (2001) claim that in any environment , teachers have three types of roles: cognitive, effective , and managerial (or, as some researchers refer to it— " teaching presence " ).”
A Structural Equation Model of Predictors for Effective Online Learning (2005, result): “This finding provides further support for recent research on the importance of the instructor’s role in an online learning environment (Arbaugh & Duray, 2001; Coppola et al., 2002; Easton, 2003; Martins & Kellermanns, 2004) and has definite implications for instructor conduct in online management ed”
The Role of Communication and Trust in Global Virtual Teams: A Social Network Perspective (2011, background): “, [19, 45]) argue for a strong linkage between trust and performance.”
A theory for eLearning (2003, background): “It is acknowledged that eLearning changes the role of the instructor, particularly in online environments (Coppola et al 2002) and in blended modes however it is argued that this represents a more developed form of existing instructional methodologies.”