LECTURER'S ROLES WHEN CREATING SUPPORTIVE ENVIRONMENT IN E-LEARNING
Every new global era demands a rethinking of the roles of the lecturer, especially with the widespread introduction of mixed and e-learning in high schools/universities. From a historical point of view, the new socio-economic conditions of life alter the requirements imposed on the roles, which leads to the emergence of new ones and their modification, and this process is observed especially well in the professional roles of the socio-occupation professions, such as the profession of the teacher. The conceptual framework of the research outlines the roles of the teacher to create a supportive environment in the e-learning environment. The professional role requires mastering and maintenance in a sustainable state of special professional knowledge, skills, and competencies. This implies various mutable rights and obligations, which once again leads to the conclusion that the new roles of teachers are necessary to create a supportive environment in e-learning. The aim of the research is to define the leading roles of the lecturers (according to the opinion and the preferences of the student) when creating the appropriate environment for the students in the era of e-learning. The study was carried out among the bachelor's degree students of the Faculty of Technics and Technology – Yambol. In conclusion, in e-learning, lecturers have many leading roles, sometimes overlapping. Some leadership roles have officially defined responsibilities, others are more informal when they interact with their partners. Role variation ensures that teachers can find the appropriate behavior and initiative that matches their talents and interests, and the needs and requirements of the learners. In order to build a supportive environment in e-learning, the lecturer should play the role of the distant tutor, Moderator and Facilitator, that creates a Positive Atmosphere, Distance Learning Curator, Diagnostic – prognostic, formulating the learning objectives and tasks giving contemporary feedback, precise and clear guidelines for the course objectives, organizing and coordinating the activity.
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