Validating the job structure of online facilitators in higher education: Task identity and feedback challenges

Abstract

Orientation: Technology has transformed the design of job structures and work practices in the higher education sector. However, transforming a job structure is complicated, and little is understood about the related job dimensions.
Research purpose: This study examined the job structure of online facilitators working in higher education institutions using the learning management systems as their virtual workspace.
Motivation for the study: The study was conducted at a South African higher learning institution employing a comprehensive open distance and e-learning approach to validate the job structure.
Research approach/design and method: A convergent mixed-method approach was used to validate job dimensions within the job structure. Data were collected from 236 participants for quantitative analysis, and a selection of 30 open-ended responses was used for qualitative purposes. Confirmatory factor analysis was conducted to analyse and confirm the validity of the job structure. A thematic analysis was used to corroborate and integrate the results for convergence.
Main findings: The integrated results validated the core dimensions within the job structure; however, task identity and feedback challenges were identified, which led to online facilitators having limited knowledge about their complete work output and limited opportunity to improve job performance.
Practical/managerial implications: The challenges hindered effective knowledge transfer and suggested that the online facilitators’ motivation might be at stake. Their job structure needs to be redesigned to achieve job enrichment to enable them to facilitate effectively.
Contribution/value-add: This study closes the knowledge gap by validating online facilitators’ job structure. Practical insights about effective job performance feedback are laid out with clear interventions to preserve task identity in virtual work settings within higher education.