Role ambiguity in online courses: An analysis of student and instructor expectations

Lynn Russo Whylly's picture

This paper uses data from a qualitative investigation of online courses at two community colleges and a framework of role and socialization theory to examine how expectations about the roles of online student and online instructor differ among students and instructors.

The findings suggest that a misalignment of student and instructor expectations of one another’s actions and behaviors leads to role ambiguity in the online context.

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