In a context of accelerated digital transformation, this study led by Hernández-Sellés, Muñoz-Carril, and González-Sanmamed offers an in-depth analysis of the roles university instructors must adopt to successfully implement online collaborative learning methodologies (CSCL).
Based on the perspectives of 104 students who participated in courses designed with a collaborative virtual approach, the study identifies seven key roles that encompass pedagogical, evaluative, technological, and personal dimensions. Using a quantitative methodology, the research highlights how students particularly value roles related to guidance, motivation, and individualized support—emphasizing the social dimension of online teaching.
Statistical analysis grouped 31 identified teaching tasks into seven essential roles: pedagogical, assessor, social, technological, facilitator/mediator, organizer/manager, and personal. Techniques such as principal component analysis and cluster analysis revealed different student profiles depending on the importance they placed on each of these roles.
This approach provides valuable insights into student expectations and offers practical guidelines for faculty training in virtual environments, particularly regarding instructional design, group management, and continuous feedback.
The study contributes a solid conceptual and empirical framework for higher education institutions seeking to enhance their online teaching strategies through active, student-centered methodologies.
In light of the growing need for digital teacher training, the article not only identifies essential tasks but also positions faculty as key agents in creating meaningful, collaborative learning experiences in virtual environments—solidifying CSCL as a methodology with strong academic and human potential.
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How to Cite: Hernández-Sellés, N., Muñoz-Carril, P.-C., & González-Sanmamed, M. (2023). Higher Education Teacher’s Roles in Collaborative Learning Processes in Virtual Environments. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 39–58. https://doi.org/10.5944/ried.26.1.34031
