Over the past two decades online education utilizing computer technology to facilitate asynchronous learning has become established as the dominant means of distance education (Lui, 2012). Currently, 86.5 percent of higher education institutions in the U.S. offer some form of online learning (Allen & Seaman, 2011). The nature of online instruction has been a growing focus of research in the area of online teaching and learning in order to fully assess quality online education (I. T. Chou, Saj, & Hamilton, 2010) and to better achieve online student success and satisfaction. To better understand the role of the online instructor, this study was a grounded theory investigation of the way postsecondary instructors construct their role in an asynchronous online course. Specifically, this research examined how online instructors conceptualize their role in an online course and how they enact this role through their interactions with students and use of course management system tools. Four theoretical themes and twelve sub-themes emerged from the study which serve to establish the LFSV grounded theory model for the construction of the role of the asynchronous online instructor. Suggestions for further in depth research on individual study themes and the use of study themes for quantitative studies are also presented. Keywords: online instruction, online faculty development, and online teaching and learning
