A Study of the Predictive Relationships between Faculty Engagement, Learner Satisfaction and Outcomes in Multiple Learning Delivery Modes

The confluence of technology convergence, market forces, and student demand for greater access is reshaping higher education institutions. Indeed, the convergence of technological innovations in hardware, software, and telecommunications, combined with the ubiquity of learning management systems, is reconfiguring and strengthening traditional teaching and learning delivery modes (Amirault & Visser, 2009; Harasim, 2006; Laurillard, 2008). In the current context, one in which universities are forced to adapt, rethink, and even reinvent themselves, the traditional lines between distance education (DE) and face-to-face teaching and learning are becoming progressively blurred, particularly since the dramatic rise of online and blended or hybrid learning (Means, Toyama, Murphy, Bakia, & Jones, 2009; Parsad & Lewis, 2008). This structural transformation is progressively redefining the concept of faculty’s presence and their ability to interact and engage learners. The traditional model of teaching and learning (with its heavy reliance on teacher presence) is being augmented with various tools and technologies (Abdous & Yen, 2010). Additionally, student engagement and its corollary, interaction, have been closely linked to desirable learning outcomes, including academic achievement, critical thinking, and grades (Handelsman, Briggs, Sullivan, & Towler, 2005; Pascarella & Terenzini, 2005; Carini, Kuh, & Klein, 2006).

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Acadly: An Online Platform for Engaged Learning

Management Teaching Review ◽

10.1177/2379298120947093 ◽

2020 ◽

pp. 237929812094709

Author(s):

Tiffany D. Kriz

Keyword(s):

Organizational Behavior ◽

Mobile Application ◽

Teaching And Learning ◽

Online Courses ◽

Learning Management Systems ◽

Management Systems ◽

Engaged Learning ◽

Online Platform ◽

Face To Face ◽

Discussion Threads

Faculty and students alike can benefit from the use of educational technology, yet keeping up with the latest developments can pose a challenge for busy faculty. This article reviews one tool that could be used to facilitate teaching and learning in face-to-face, hybrid, or online courses. Acadly is an online platform and mobile application providing capabilities such as automated attendance, in-page discussion threads, and participation tracking. Acadly functions similarly to learning management systems yet differs in ways that some faculty and students may find appealing. The article discusses the strengths and limitations of the tool based on usage in five sections of an undergraduate organizational behavior course. Acadly appears to be useful in helping students organize their work and in facilitating greater student engagement. A notable limitation is that it currently lacks advanced grading capabilities.

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THE EFFECTIVENESS OF ONLINE TEACHING AND LEARNING FOR THE APPRECIATION OF ETHICS AND CIVILIZATION (PEdP) COURSE: A CASE STUDY OF UNDERGRADUATE STUDENTS AT UNIVERSITI MALAYSIA SABAH

International Journal of Law, Government and Communication ◽

10.35631/ijlgc.623004 ◽

2021 ◽

Vol 6 (23) ◽

pp. 57-67

Author(s):

Mohd Sohaimi Esa ◽

Abang Mohd Razif Abang Muis ◽

Romzi Ationg ◽

Irma Wani Othman ◽

Siti Aidah Lukin @ Lokin ◽

...

Keyword(s):

Undergraduate Students ◽

Online Teaching ◽

Teaching And Learning ◽

Ethnic Relations ◽

Learning Activities ◽

Traditional Teaching ◽

Online Teaching And Learning ◽

Face To Face ◽

Analytical Thinking ◽

University Course

The Appreciation of Ethics and Civilization (PEdP) is a compulsory university course introduced in 2020 for the Institution of Higher Learning (IHL) in replacement of Ethnic Relations. As a new compulsory university course, among its objectives is to ensure the students appreciate the ethics and civilization that appears in the multi-ethnic society of Malaysia. Accordingly, High Impact Education Practices (HEPs) have been practiced in Teaching and Learning activities to improve the students’ critical and analytical thinking in dealing with challenges both at present and in the future. This paper presents a discussion on the effectiveness of online teaching and learning of PEdP in accordance with the new norm. To do so, a study was conducted among the undergraduate students of Universiti Malaysia Sabah (UMS). The matters examined include the objectives, curriculum, and methods of teaching and learning. The study shows that the fundamental aims and objectives of this course were achieved despite being thought entirely online but it is expected that both goals and objectives can be highly achieved vita the application of traditional teaching and learning method of face to face teaching and learning activities.

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Game Concepts in Learning and Teaching Process

Handbook of Research on Immersive Digital Games in Educational Environments - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5790-6.ch001 ◽

2019 ◽

pp. 1-34 ◽

Cited By ~ 1

Author(s):

Ilana de Almeida Souza Concilio ◽

Pedro Henrique Cacique Braga

Keyword(s):

Instructional Design ◽

Teaching And Learning ◽

Learning Management Systems ◽

Traditional Teaching ◽

Game Based Learning ◽

Pedagogical Strategies ◽

Good Practices ◽

Instructional Process ◽

Learning And Teaching ◽

Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

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DIGITAL AGE DIDACTICS: FROM TEACHING TO ENGINEERING OF LEARNING (Part 2)

Informatics and Education ◽

10.32517/0234-0453-2018-33-10-52-60 ◽

2018 ◽

pp. 52-60

Author(s):

М. A. Tchoshanov

Keyword(s):

Information And Communication Technologies ◽

Teaching And Learning ◽

Communication Technologies ◽

Digital Age ◽

Traditional Teaching ◽

Design Development ◽

Face To Face ◽

Effective Learning ◽

Effective Learning Environments ◽

Information And Communication

The digital age demands re-thinking of traditional teaching and learning. Rapidly growing technological innovations in education force a paradigm shift from traditional teaching to engineering of learning. Thus, the main focus of the article is on the design, development, and implementation of effective learning environments through the use of Information and Communication Technologies in various formats: face-to-face, blended, and distance education. Engineering of learning requires new understanding and reconceptualization of traditional didactics toward e-Didactics in order to effectively design and skillfully align learning objectives, content, and assessment in the digital age classroom.

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Challenges Facing Faculty Members When Using a Learning Management System

International Journal of Information and Communication Technology Education ◽

10.4018/ijicte.2020100103 ◽

2020 ◽

Vol 16 (4) ◽

pp. 35-47

Author(s):

Emad A. Abu-Shanab ◽

Jumana Samara ◽

Mohamed Arselene Ayari

Keyword(s):

Educational System ◽

Management System ◽

Teaching And Learning ◽

Learning Management Systems ◽

Faculty Members ◽

Management Systems ◽

Gulf Region ◽

Face To Face ◽

System A ◽

Learning Management

Universities use learning management systems (LMS) to support teaching practices and add value to the educational system. A leading university in the gulf region (XYZ) provides support for faculty members (FMs) through its Center of Excellence in Teaching and Learning (CETL), where experts respond to their enquiries on how to use the LMS features. This study analyzed data available from such interactions and concluded that FMs preferred office (face-to-face) contacting method, assessment is the major generator of FMs enquiries, and also the majority of enquiries were clustered into five major dimensions. Full details and analyses are available in this study.

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Establishing the IT Student’s Perspective to e-Learning: Preliminary Findings from a Queensland University of Technology Case

10.28945/2871 ◽

2005 ◽

Author(s):

Helen Partridge ◽

Sylvia Edwards

Keyword(s):

Information Technology ◽

Student Attitudes ◽

Teaching And Learning ◽

Holistic Approach ◽

Traditional Teaching ◽

Face To Face ◽

University Of Technology ◽

Information And Communication ◽

E Learning ◽

Teaching Curriculum

The Queensland University of Technology (QUT) is committed to providing outstanding learning environments and programs that lead to excellent outcomes for students. This paper will discuss how the Faculty of Information Technology is helping to meet this commitment by using information and communication technology to transform teaching and learning in ways in which engage and challenge students. The paper will provide a case study explore how e-learning is being implemented within the Bachelor of Information Technology. The paper will discuss the practical implications of incorporating e-learning into the teaching curriculum and how it impacts on the teaching and learning process. Student attitudes and expectations towards e-learning will be explored. The paper concludes that e-learning should be a part of a ‘whole of learning’ approach in which technology is not just an add on to traditional teaching, nor is it the central focus of teaching, but rather, it is one of many tools that is integrated into the curriculum to foster learning. The current project suggests that students appreciate and prefer a mix of e-learning and face-to-face classes and that e-learning is most successful when a holistic approach to teaching and learning is taken.

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Game Concepts in Learning and Teaching Process

10.4018/978-1-6684-3710-0.ch002 ◽

2022 ◽

pp. 21-54

Author(s):

Ilana de Almeida Souza Concilio ◽

Pedro Henrique Cacique Braga

Keyword(s):

Instructional Design ◽

Teaching And Learning ◽

Learning Management Systems ◽

Traditional Teaching ◽

Game Based Learning ◽

Pedagogical Strategies ◽

Good Practices ◽

Instructional Process ◽

Learning And Teaching ◽

Motivational Design

The traditional teaching and learning process has undergone several transformations in order to increase the engagement and motivation of students in relation to the content studied. The emergence of learning management systems, along with the adoption of games or gamification features, make the instructional process more stimulating and dynamic. Educators also seek to identify appropriate pedagogical strategies in the context of motivational design and the study of emotions. This chapter aims to present different approaches to playful learning and also discuss good practices in the use of frameworks created based on students' emotional components and instructional design in order to make game-based learning and the use of gamification more effective and engaging.

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Lecturers’ Experiences in Teaching Using VR Resources at a Selected University, South Africa

10.5772/intechopen.99185 ◽

2021 ◽

Author(s):

Olika Moila ◽

Andile Mji ◽

Sibongile Simelane-Mnisi

Keyword(s):

South Africa ◽

Virtual Reality ◽

Learning Environments ◽

Teaching And Learning ◽

Qualitative Method ◽

Traditional Teaching ◽

Learning Methods ◽

Face To Face

Globally, academics have reconnoitered the various benefits of virtual reality (VR) in education. This study explored the lecturers’ experiences with VR resources in teaching and learning environments with pre-service teachers at one of the selected universities in South Africa. The study engaged a qualitative method, comprising of semi-structured face-to-face interviews with 6 lectures. The data from the interviews were evaluated by hand and the findings from this study were precisely described as given by the interviewees. These findings specified that the lecturers acknowledged the effectiveness of the use of VR resources in teaching and learning since all activities become more concrete., However, the lecturers indicated that there were some challenges that hindered them from employing VR resources into their teaching and learning environments and these included a lack of adequate lecturer development for the use of VR tools for teaching; inadequate VR tools for teaching and learning in their departments; VR resources were not tailor-made for their current curricula; and inadequate funding for 4IR resources. Hence, this study recommended that this university should immediately provide all the support required to facilitate the lecturers’ use of VR resources for teaching to avoid the use traditional teaching and learning methods.

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Learning Management Systems: The Game Changer for Traditional Teaching and Learning at Adult and Higher Education Institutions

Global Journal of Human-Social Science ◽

10.34257/gjhssgvol19is6pg1 ◽

2019 ◽

pp. 1-14

Author(s):

Dr. Lester Reid

Keyword(s):

Higher Education ◽

Adult Learners ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Learning Management Systems ◽

Faculty Members ◽

Management Systems ◽

Traditional Teaching ◽

Learning Management ◽

Adult And Higher Education

This qualitative case study explored how learning management systems influence adult learners' method of acquiring higher education, how learning management systems influence adult learners transformative learning and how learning management systems is a game-changer for traditional teaching and learning at adult and higher education institutions. This empirical study focused on the perspectives of faculty members, students, and academic leadership concerning learning management systems utilization, benefits, preference, and satisfaction that influenced traditional teaching and learning at adult and higher education institutions. The qualitative and quantitative research methods conducted by the scholars in this empirical study shows positive and optimistic responses from faculty members and students regarding learning management system preference, utilization, appreciation, and satisfaction for online teaching-learning at adult and Higher education institutions. The study shows the trend, and directions adult and higher education institutions are taking to meet the demands and competition to deliver online education to adult learners.

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