本研究的貢獻在老師角色上,有助於網路教學教師了解他人對網路教師的期望,以降低未來發生角色衝突或角色模糊的可能性,並做為未來教學上的指導參考。在學生角色上,本研究也有助於參加網路教學之學習者了解,富彈性的網路教學裡,學生實際上可以具有多樣化角色,而不再是被動的學習者。 This research will determine teachers and students’ roles in an e-learning environment. We predict that teacher-student interaction in an e-learning environment will affect the study outcome. During our research, we interviewed eight teachers and twenty-night students who actively use the e-learning environment. Through the grounded theory research method, we discovered teacher and student roles, and then constructed the interaction model. Finally, we used the model of technology frame to describe teacher and student roles.
After analysis using grounded theory, we found out teacher’s role as an instruct, a manager, a mentor, a learner and a technology specialist. The role of learner and technology specialist surpass traditional learning environment roles, as defind in recent literature. Students play the role of a learner who gives two-way interaction, an nstructora mentor, a technology specialist and a manger who provides learning resources, and controls the learning process. We discovered teachers and students have the same behavior in instructor, mentor and learner roles. However, they have different behavior in the manager and technology specialist roles.
The contribution of this research on teacher’s roles is to help teachers realize others’ expectations so that they can reduce the posibility of role conflict and role ambiguity. This research also allows students to understand that they can play various roles and that they are not passive learners in an e-learning environment.