Online education has grown exponentially, offering a viable alternative for those who need to balance studies with work and family responsibilities. However, it’s not all smooth sailing: dropout rates remain high, and understanding the factors that influence academic success is crucial to improving these learning environments.
In this context, an exploratory study conducted at the Instituto Profesional IACC, involving over 31,000 students and nearly 1,500 courses, examined how students’ perceptions of the teacher’s facilitating role relate to their academic outcomes. The findings are revealing: certain teacher actions—though carried out virtually—make a tangible difference.
The analysis, which combined data mining, statistical clustering, and surveys, identified a direct relationship between strong academic performance and specific teaching practices: timely communication, the use of supplementary materials, respectful interaction, and detailed feedback. These aren’t grand technological innovations, but rather concrete pedagogical gestures that convey support, clarity, and engagement.
Courses with the highest academic performance were also those where students perceived greater teacher involvement in these areas. The study underscores that simply uploading content to a platform is not enough: the teacher–student connection—even when asynchronous—remains essential.
This research not only confirms what many educators already suspected, but also opens the door to new approaches for enhancing the quality of virtual education. While it doesn’t delve deeply into the exact nature of each action, the data suggest that the human dimension of teaching remains irreplaceable—even at a distance.
What’s the next step? To explore in more detail what defines “effective online teaching,” from the perspective of those who experience it. Because ultimately, behind every click lies a learning journey that also deserves to be heard.
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How to Cite: Romero Alonso, R., Valenzuela Gárate, J., & Anzola Vera, J. J. (2023). The Facilitating Role of the Teacher in Asynchronous Online Training and Academic Outcomes: An Exploratory Study. RIED-Revista Iberoamericana de Educación a Distancia, 26(1), 83–100. https://doi.org/10.5944/ried.26.1.33982
