(CZ) Jaké jsou role učitele v e-learningu?
(EN) What are the Roles of the Teacher in E-Learning?

Přehledová studie shrnuje dosavadní snahy o poznání různých rolí učitele v případech, kdy učitelovo vyučování a studentovo učení – alespoň zčásti – probíhá ve virtuálním prostředí. Cílem této studie je najít odpověď na dvě otázky: Mění se role učitele v situacích e-learningu oproti tradiční výuce? Pokud ano, jakých hlavních podob učitelovy role nabývají? V první části studie je vysvětlen vztah mezi pojmy role − funkce – kompetence i používaná terminologie. Jádro studie tvoří tzv. systematický přehled prací publikovaných v letech 1995−2015. Vyhledávací strategie identifikovala 49 prací v angličtině a francouzštině a 11 prací v češtině. Podrobnější výklad o učitelových rolích je strukturován do čtyř oddílů: 1. teoreticky stanovené role, 2. role stanovené kvalitativními výzkumy, 3. role zjištěné kvantitativními výzkumy, 4. role identifikované smíšenými výzkumy. Závěry: Učitelova role je pojem multidimenzionální (má dimenzi pedagogickou, sociální, manažerskou, technologickou). Při e-learningu přibývá učitelských rolí, neboť kromě zvládnutí pedagogických rolí, musí učitel nově zvládnout role technické a technologické. Oproti tradiční výuce se role učitele v e-learningu posouvají k rolím typu: aktér změny, tvůrce pozitivního klimatu výuky, facilitátor učení, kouč, poradce, dokonce i spolustudující; do pozadí ustupuje dominantní role člověka řídícího průběh výuky; nově se objevují role projektanta, vývojáře, experta na technologie, technika reagujícího na technické problémy. Nelze ovšem zapomínat na skutečnost, že mnohé učitelovy role jsou kontextově podmíněné. Existuje též koncepční problém. Většina autorů ve svých úvahách postupuje tak, že ze znalosti výsledné podoby interakce učitel−studenti při e-learningu (jež je výsledkem určitých hardwarových a softwarových omezení) odvozují, které role za této konstelace může učitel plnit. Lze však postupovat i jinak: už ve chvíli, kdy projektujeme nový počítačový systém, který je určen pro vzdělávání lidí, bychom si měli stanovit, které role má plnit učitel a které role počítačový program.

This review study summarises work to date on the understanding of the various roles of the teachers in cases where teaching and learning are taking place – at least in part – in virtual environments. The aim of the study is to answer two questions: Is the role of the teacher in e-learning situations changing as compared with traditional teaching? If so, then what are the main forms that the teacher’s role is now taking? The first party of the study explains the relationship between the concepts of role – function – competence, and the terminology used. The core of the study is what is knowns as a systematic review of works published in the years 1995−2015. A search strategy identified 49 works in English and French and 111 works in Czech. A more detailed account of teacher roles is structured into four sections: 1. theoretically formulated roles, 2. roles formulated by qualitative research projects, 3. roles found by quantitative research projects, 4. roles identified by mixed research projects. Conclusions: The role of the teacher is a multidimensional concept (it has educational, social, managerial and technological dimensions). In e-learning teacher roles multiply, because apart from the pedagogic roles, the teacher has to learn to take on technical and technological roles. As compared to traditional teaching, the roles of the teacher in e-learning shift to roles of the type: actor of change, creator of a positive climate of teaching, facilitator of learning, coach, advisor, and even fellow student; the dominant role of person directing the course of teaching recedes; instead the new roles of designer, developer, expert on technology and technician reacting to technical problems emerge. We should not, however, forget the fact that many teaching roles are contextually conditioned. There is a conceptual problem here. Most authors proceed in a way that derive from knowledge of the resulting form of teacher-student interaction in e-learning (i.e. the result of certain hardware and software limitations), which roles the teacher can fulfil given the limitations. One can, however, approach the matter differently: at the time when we are planning a new computer system intended for education, we should establish which roles the teacher should fulfil and which roles the computer programme should fulfil.

Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321–336.
http://dx.doi.org/10.1080/02619760802624104

Asterhan, C. S. (2011). Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology. Computers in Human Behavior, 27, 449–458.
http://dx.doi.org/10.1016/j.chb.2010.09.008

Ayachi-Ghanouchi, S., Cheniti-Belcadhi, L., & Lewis, R. (2013). Analysis and modeling of tutor functions. Computer Applications in Engineering Education, 21(4), 657–670.
http://dx.doi.org/10.1002/cae.20511

Aydin, C. H. (2005). Turkish mentors' perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education, 6(3), 1–19.

Badia, A., Garcia, C., & Meneses, J. (2014). Factors influencing university instructors' adoption of the conception of online teaching as a medium to promote learners' collaboration in virtual learning environments. Procedia – Social and Behavioral Sciences, 141, 369–374.
http://dx.doi.org/10.1016/j.sbspro.2014.05.065

Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12(3), 152–155.
http://dx.doi.org/10.1016/j.iheduc.2009.08.002

Bawane, J., & Spector, J. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–397.
http://dx.doi.org/10.1080/01587910903236536

Bednaříková, I. (2012). Měnící se role vysokoškolského učitele v kontextu společenských změn. Aula, 20(1), 136–149.

Bednaříková, I. (2013). Tutor a jeho role v distančním vzdělávání. Olomouc: Univerzita Palackého.

Bennet, S., & Lockyer, L. (2004). Becoming an online teacher: Adapting to a changed environment for teaching and learning in higher education. Educational Media International, 41(3), 231–255.
http://dx.doi.org/10.1080/09523980410001680842

Berge, Z. L. (1995a). Facilitating computer conferencing: recommendations from the field. Educational Technology, 35(1), 22–30.

Berge, Z. L. (1995b). The role of the online instructor/facilitator. Dostupné z http://www.cordonline.net/mntutorial2/module_2/Reading%202-1%20instructor%20role.pdf

Borup, M., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806.
http://dx.doi.org/10.1111/bjet.12089

Bull, B. (2013). Eight roles of an effective online teacher. Faculty focus. Dostupné z http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/

Clark, D. (2002). The myths and realities of e-leaning. Dostupné z http://www.nwlink.com/~donclark/hrd/elearning/myths.htm

Collins, M. P., & Berge, Z. L. (1997). Moderating online electronic discussion groups. Chicago: American Educational Research Association Conference, March, 14 p. Dostupné z http://emoderators.com/wp-content/uploads/aera97c.html

Collison, G., Elbaum, B., & Haavind, A. et al. (2000). Facilitation online learning. Effective strategies for moderators. Madison: Ackwood.

Cornelius, S., & Higgison, C. (2001). The tutor's role and effective strategies for online tutoring. In C. Higgison (Ed.), Online tutoring e-book (s. 2/1−2/51). Edinburgh: Heriot-Watt University.

Černá, M. (2005). ICT in teacher education: extending opportunities for professional learning. Pardubice: Univerzita Pardubice.

Černochová, M. (2003). Příprava budoucích učitelů na e-instruction. Praha: AISIS.

De Laat, M., Lally, V., & Lipponen, L. et al. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257–286.
http://dx.doi.org/10.1007/s11251-006-9007-0

Denis, B. (2003) Quels rôles et quelle formation pour les tuteurs intervenant dans des dispositifs de formation à distance? Distances et savoirs, 1(1), 19−46.

Denis, B., Watland, P., & Pirotte, S. et al. (2004). Roles and competencies of the e-tutor. Lancaster: Networked Learning Conference 2004. Dostupné z http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium6/denis_et_al.htm

Díaz, L.nA., & Blázquez-Entonado, F. (2009). Are the functions of teachers in e-learning and face-to-face learning environments really different? Educational Technology and Society, 12(4), 331–343. Dostupné z http://eprints.whiterose.ac.uk/999/1/Maggie_MsP.html.

Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87–105.
http://dx.doi.org/10.1080/03634520302470

Frydrychová-Klímová, B. (2011). Successful e-learning tutoring. The Teacher: English Language Teaching, 77(3), 1−4. Dostupné z http://www.teacher.pl/artykuly-metodyczne/successful-elearning-tutoring/

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge – Falmer.
http://dx.doi.org/10.4324/9780203166093

Garrot-Lavoué, E., George, S., & Prévôt, P. (2009). Rôles du tuteur. Le Mans: Conférence EIAH, Workshop "Instrumentation des activités du tuteur − Environnements de supervision, usages et ingénierie", 15−22. Dostupné z https://hal.archives-ouvertes.fr/file/index/docid/652626/filename/EIAH_Garrot-Lavoue_final.pdf

Gold, S. (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks, 5(1), 36−57.

Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, Supplement, 21, 1−13.
http://dx.doi.org/10.3402/rlt.v21i0.19909

Goodyear, P., Saimon, G., & Spector, J. M. et al. (2001). Competences for online teaching: A special report. Educational Technology, Research and Development, 49(1), 65−72.
http://dx.doi.org/10.1007/BF02504508

Goold, A., Coldwell, J., & Craig, A. (2010). An examination of the role of the e-tutor. Australasian Journal of Educational Technology, 26(5), 704−716.

Guasch, T., Alvarez, I., & Espasa, A. (2010a). Roles and domains to teach in online learning environments: educational ICT competency framework for university teachers. In U. D. Ehlers & D. Schneckenberg (Eds.), Changing cultures in higher education (s. 339−353). Berlin-Heidelberg: Springer.
http://dx.doi.org/10.1007/978-3-642-03582-1_25

Guasch, T., Alvarez, I., & Espasa, A. (2010b). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199–206.
http://dx.doi.org/10.1016/j.tate.2009.02.018

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Alvarez, I., Guasch, T., & Espasa, A. (2009). University teacher roles and competencies in online learning environments: a theoretical analysis of teaching and learning practices. European Journal of Teacher Education, 32(3), 321–336.
http://dx.doi.org/10.1080/02619760802624104

Asterhan, C. S. (2011). Assessing e-moderation behavior from synchronous discussion protocols with a multi-dimensional methodology. Computers in Human Behavior, 27, 449–458.
http://dx.doi.org/10.1016/j.chb.2010.09.008

Ayachi-Ghanouchi, S., Cheniti-Belcadhi, L., & Lewis, R. (2013). Analysis and modeling of tutor functions. Computer Applications in Engineering Education, 21(4), 657–670.
http://dx.doi.org/10.1002/cae.20511

Aydin, C. H. (2005). Turkish mentors' perception of roles, competencies and resources for online teaching. Turkish Online Journal of Distance Education, 6(3), 1–19.

Badia, A., Garcia, C., & Meneses, J. (2014). Factors influencing university instructors' adoption of the conception of online teaching as a medium to promote learners' collaboration in virtual learning environments. Procedia – Social and Behavioral Sciences, 141, 369–374.
http://dx.doi.org/10.1016/j.sbspro.2014.05.065

Bailey, C. J., & Card, K. A. (2009). Effective pedagogical practices for online teaching: Perception of experienced instructors. Internet and Higher Education, 12(3), 152–155.
http://dx.doi.org/10.1016/j.iheduc.2009.08.002

Bawane, J., & Spector, J. (2009). Prioritization of online instructor roles: Implications for competency-based teacher education programs. Distance Education, 30(3), 383–397.
http://dx.doi.org/10.1080/01587910903236536

Bednaříková, I. (2012). Měnící se role vysokoškolského učitele v kontextu společenských změn. Aula, 20(1), 136–149.

Bednaříková, I. (2013). Tutor a jeho role v distančním vzdělávání. Olomouc: Univerzita Palackého.

Bennet, S., & Lockyer, L. (2004). Becoming an online teacher: Adapting to a changed environment for teaching and learning in higher education. Educational Media International, 41(3), 231–255.
http://dx.doi.org/10.1080/09523980410001680842

Berge, Z. L. (1995a). Facilitating computer conferencing: recommendations from the field. Educational Technology, 35(1), 22–30.

Berge, Z. L. (1995b). The role of the online instructor/facilitator. Dostupné z http://www.cordonline.net/mntutorial2/module_2/Reading%202-1%20instructor%20role.pdf

Borup, M., Graham, C. R., & Drysdale, J. S. (2014). The nature of teacher engagement at an online high school. British Journal of Educational Technology, 45(5), 793–806.
http://dx.doi.org/10.1111/bjet.12089

Bull, B. (2013). Eight roles of an effective online teacher. Faculty focus. Dostupné z http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/

Clark, D. (2002). The myths and realities of e-leaning. Dostupné z http://www.nwlink.com/~donclark/hrd/elearning/myths.htm

Collins, M. P., & Berge, Z. L. (1997). Moderating online electronic discussion groups. Chicago: American Educational Research Association Conference, March, 14 p. Dostupné z http://emoderators.com/wp-content/uploads/aera97c.html

Collison, G., Elbaum, B., & Haavind, A. et al. (2000). Facilitation online learning. Effective strategies for moderators. Madison: Ackwood.

Cornelius, S., & Higgison, C. (2001). The tutor's role and effective strategies for online tutoring. In C. Higgison (Ed.), Online tutoring e-book (s. 2/1−2/51). Edinburgh: Heriot-Watt University.

Černá, M. (2005). ICT in teacher education: extending opportunities for professional learning. Pardubice: Univerzita Pardubice.

Černochová, M. (2003). Příprava budoucích učitelů na e-instruction. Praha: AISIS.

De Laat, M., Lally, V., & Lipponen, L. et al. (2007). Online teaching in networked learning communities: A multi-method approach to studying the role of the teacher. Instructional Science, 35(3), 257–286.
http://dx.doi.org/10.1007/s11251-006-9007-0

Denis, B. (2003) Quels rôles et quelle formation pour les tuteurs intervenant dans des dispositifs de formation à distance? Distances et savoirs, 1(1), 19−46.

Denis, B., Watland, P., & Pirotte, S. et al. (2004). Roles and competencies of the e-tutor. Lancaster: Networked Learning Conference 2004. Dostupné z http://www.networkedlearningconference.org.uk/past/nlc2004/proceedings/symposia/symposium6/denis_et_al.htm

Díaz, L.nA., & Blázquez-Entonado, F. (2009). Are the functions of teachers in e-learning and face-to-face learning environments really different? Educational Technology and Society, 12(4), 331–343. Dostupné z http://eprints.whiterose.ac.uk/999/1/Maggie_MsP.html.

Easton, S. S. (2003). Clarifying the instructor's role in online distance learning. Communication Education, 52(2), 87–105.
http://dx.doi.org/10.1080/03634520302470

Frydrychová-Klímová, B. (2011). Successful e-learning tutoring. The Teacher: English Language Teaching, 77(3), 1−4. Dostupné z http://www.teacher.pl/artykuly-metodyczne/successful-elearning-tutoring/

Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st century: A framework for research and practice. London: Routledge – Falmer.
http://dx.doi.org/10.4324/9780203166093

Garrot-Lavoué, E., George, S., & Prévôt, P. (2009). Rôles du tuteur. Le Mans: Conférence EIAH, Workshop "Instrumentation des activités du tuteur − Environnements de supervision, usages et ingénierie", 15−22. Dostupné z https://hal.archives-ouvertes.fr/file/index/docid/652626/filename/EIAH_Garrot-Lavoue_final.pdf

Gold, S. (2001). A constructivist approach to online training for online teachers. Journal of Asynchronous Learning Networks, 5(1), 36−57.

Goodyear, P., & Dimitriadis, Y. (2013). In medias res: reframing design for learning. Research in Learning Technology, Supplement, 21, 1−13.
http://dx.doi.org/10.3402/rlt.v21i0.19909

Goodyear, P., Saimon, G., & Spector, J. M. et al. (2001). Competences for online teaching: A special report. Educational Technology, Research and Development, 49(1), 65−72.
http://dx.doi.org/10.1007/BF02504508

Goold, A., Coldwell, J., & Craig, A. (2010). An examination of the role of the e-tutor. Australasian Journal of Educational Technology, 26(5), 704−716.

Guasch, T., Alvarez, I., & Espasa, A. (2010a). Roles and domains to teach in online learning environments: educational ICT competency framework for university teachers. In U. D. Ehlers & D. Schneckenberg (Eds.), Changing cultures in higher education (s. 339−353). Berlin-Heidelberg: Springer.
http://dx.doi.org/10.1007/978-3-642-03582-1_25

Guasch, T., Alvarez, I., & Espasa, A. (2010b). University teacher competencies in a virtual teaching/learning environment: Analysis of a teacher training experience. Teaching and Teacher Education, 26(2), 199–206.
http://dx.doi.org/10.1016/j.tate.2009.02.018

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