Author response for "Instructional Strategies for Online Teaching in COVID ‐19 Pandemic"

2020 ◽  
Author(s):  
Samreen Mahmood
Keyword(s):  
Instructional Strategies ◽  
Online Teaching ◽  
Author Response

Challenges Envisioned in Online Teaching on Outbreak of COVID -19

2020 ◽  
Vol 7 (12) ◽  
pp. 226-235
Author(s):  
Nandyal Panduranga Sobhana
Keyword(s):  
Instructional Strategies ◽  
Online Teaching ◽  
Quantitative Research ◽  
Research Study ◽  
Faculty Members ◽  
Classroom Teaching ◽  
Face To Face ◽  
Hands On ◽  
Blackboard System ◽  
The University

The outbreak of COVID -19 was unforeseen and it forced all the Saudi universities to close the campuses and launch online teaching. This paper focused on challenges envisioned in online teaching using Blackboard system. Analytical and descriptive methods of quantitative research was used to analyse and describe the challenges and perceptions of the faculty with regard to online teaching on blackboard, anticipating that the results would form a basis to improvise online teaching in post corona era. The sample of the study constituted 25 faculty members of the Department of English, Samtah University College, Jazan University. A closed and open-ended questionnaire was used to assess the challenges of the university faculty with regard to online teaching and online training program on blackboard. In online teaching, the faculty require digital skills, tools, and instructional strategies than in a conventional face-to-face classroom teaching. They should collaborate with each other working hands-on to integrate online teaching with instructional strategies and find effective ways to support the success of online students. It is important to note that students should be relieved from anxiety and ensured that they would actively engage themselves in online learning. Summing up this research study, the researcher has observed from the analysis of the faculty questionnaire, that the faculty were ready to accept the change from the conventional mode of teaching to modern day online teaching in the post corona era, assuming that technological issues involved are properly taken care of.

scholarly journals The COVID-19 and online education during emergencies in higher education

2020 ◽  
Vol 8 (5) ◽  
pp. 183-190 ◽  
Author(s):  
Madinah Nabukeera
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Instructional Strategies ◽  
Online Teaching ◽  
Teaching Staff ◽  
University Systems ◽  
University Instructors ◽  
On Line ◽  
The University ◽  
Laboratory Training

Higher education faced unplanned, unwanted, un experienced, tense test in online learning with Novel Covid-19 pandemic. For all the stakeholders participating in this type of training from lecturers, students and support ICT staff its unwelcome but the university systems were stuck on how they have to go through to ensure that they end Semester II academic year 2019/20. Early January 2020, the outbreak of the Covid-19 caused Ugandan universities to close the physical campuses following a presidential directive. On 20th March 2020, from lower primary, secondary education to universities. This forced university administration to instruct teaching staff to teach all courses on-line apart from practical courses that need laboratory training. This paper focused on instructional strategies in Uganda and focuses on a case of Islamic University in Uganda Females’ Campus (IUIUFC). Fifteen specific instructional strategies are presented to summarize current online teaching experiences for university instructors who might conduct online education in similar circumstances. The study concluded with 15 high impact principles for online education. Keywords: Covid-19, instructional strategies, online teach and learning, academic managers and IUIUFC

scholarly journals Designing Cross-Cultural Collaborative Online Learning Framework for Online Instructors

2018 ◽  
Vol 22 (4) ◽  
Author(s):  
Alex Kumi-Yeboah
Keyword(s):  
Online Learning ◽  
Collaborative Learning ◽  
Instructional Strategies ◽  
Online Teaching ◽  
The United States ◽  
Diverse Learners ◽  
Cross Cultural ◽  
Diverse Students ◽  
Online Instructors ◽  
Online Environments

Online education has now become an integral part of the educational landscape in the United States and around the world, where it serves as the primary source of enrollment growth in higher education. The rising student population in online learning mandates instructors and instructional designers to be aware of the importance of cultural factors that influence students’ learning experiences and academic performance in the online environments. However, few empirical studies have examined instructors’ perspectives on instructional strategies that promote cross-cultural collaboration in online classrooms, specifically, instructional strategies that instructors use to promote educational success of diverse learners in online environments. Drawing on collaborative online learning theory, this study analyzed qualitative interview data and online activities of 40 online instructors from two universities. Results showed the following themes; (a) instructional strategies that facilitate cross-cultural collaborative online learning, (b) challenges of teaching diverse learners in online learning, and (c) designing cross-cultural collaborative online framework for instructors. Findings suggested that most instructors lacked the knowledge and skills in addressing the needs of diverse learners in the online learning environments regarding their ability to recognize students’ cultural differences and incorporate multicultural reading resources in course contents to meet the needs of diverse students. Thus, the need to design a framework will broaden instructors’ understanding and promote cross-cultural collaboration in online teaching to help meet the needs of diverse students in online learning environments.KEYWORDS: Cross-cultural collaborative learning, culturally diverse learners, collaborative learning activities, instructional strategies, Collaboration in online learning

scholarly journals The intervention of online teaching practicum to teachers’ sense of self-efficacy

2021 ◽  
Vol 10 (37) ◽  
pp. 190-201
Author(s):  
Suleyman Celik
Keyword(s):  
Student Engagement ◽  
Classroom Management ◽  
Student Teachers ◽  
Instructional Strategies ◽  
Mixed Method ◽  
Self Efficacy ◽  
Online Teaching ◽  
Sense Of Self ◽  
Structured Interview ◽  
Teaching Practicum

The purpose of this explanatory mixed method study was to investigate the effect of Online Based (OB) and Field Based (FB) teaching practicum experience on student teacher (ST)s’ sense of self efficacy levels in instructional strategies, student engagement and classroom management within the Faculty of Education at a private university in Erbil, Iraq. An explanatory mixed method was designed with two treatment groups. Both groups were administrated the Teacher Sense of Self-Efficacy Scale (TSES) theorized by Tschannen-Moran and Hoy (1998) . Since the results of the survey was different from what is being expected, a semi structured interview was held with a ST from each department. Results from the t-test demonstrated that the OB group (OBG) students demonstrated a very high-level sense of self-efficacy in terms of instructional strategies, student engagement and classroom management. However, after the interview it was figured out that the FB group (FBG) students improved their self-efficacy in the authentic school environment. This study demonstrated the importance of continuous, appropriate and authentic challenges in eventually establishing a stable sense of self-efficacy among student teachers.

scholarly journals Examining the relationships between medical students’ preferred online instructional strategies, course difficulty level, learning performance, and effectiveness

2021 ◽  
Vol 45 (4) ◽  
pp. 661-669
Author(s):  
Xin Cheng ◽  
Xin-Yue Ma ◽  
Chaohua Luo ◽  
Jian Chen ◽  
Wei Wei ◽  
...  
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Instructional Strategies ◽  
Learning Strategies ◽  
Online Teaching ◽  
Difficulty Level ◽  
Perceived Effectiveness ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Course Difficulty

Students’ preferences and engagement with online educational resources and activities are crucial for academic success in the context of online medical education. This study investigated the preferences of Chinese medical students regarding the teaching strategies used by instructors and their relationship with course difficulty level, student’s academic performance, and perceived effectiveness. Survey data ( n = 375) were collected from the medical students from one of the largest medical schools in Southern China during the spring semester of 2020. First, exploratory factor analysis demonstrated that there were three latent factors behind online teaching strategies, including teacher-led instructional strategies, supervised and monitored learning strategies, and self-directed learning strategies. Instructional activities under teacher supervision and monitoring received the highest rating while teacher-led strategies received the lowest ratings. Second, the popularity of the three online instructional strategies we have identified was positively associated with students’ perceived effectiveness of online teaching and their self-reported academic performance. Third, analysis of the quantified answers to the open-ended question reported a positive association between the perceived difficulty level of the courses and students’ preference of teacher-led strategies. It also manifested a positive correlation between perceived effectiveness level of the online teaching and the use of self-directed learning strategies before their online lectures. Further implications of the findings are fully discussed.

scholarly journals Innovative Arts-Based Learning Approaches adapted for Mobile Learning

Open Praxis ◽  
2019 ◽  
Vol 11 (3) ◽  
pp. 303
Author(s):  
Beth Perry ◽  
Margaret Edwards
Keyword(s):  
Online Learning ◽  
Instructional Strategies ◽  
Mobile Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Past Research ◽  
Learning Activities ◽  
Learning Approaches ◽  
Computer Based Learning ◽  
Computer Based

Online learning continues to evolve from computer-based learning to more focus on mobile learning. With this evolution comes the need to develop (and evaluate) instructional strategies effective in mobile learning. This work-in-progress features a description of four innovative instructional strategies adapted from approaches we developed, used, and evaluated successfully in computer-based online learning. These newly adapted strategies –poetweet, photo pairing, reflective mosaic, and the six-word story– all use arts-based approaches. In our past research we found similar strategies developed for online teaching encouraged interaction, enhanced social presence, and facilitated community. This paper features a description of these modified learning activities recreated for the mobile learning environment. We have completed preliminary testing of these newly revised learning activities in m-learning, and in the future we will formally study these to determine if arts-based strategies revised to suit m-learning create the same positive outcomes as were found when we used arts-based approaches in e-learning.

scholarly journals COVID-19 and online behaviors in higher education: A comparative study of an Iranian, Omani and Malaysian Universities

2020 ◽  
Vol 4 (1) ◽  
pp. 271-284
Author(s):  
Rouhollah Khodabandelou ◽  
◽  
Azadeh Amoozegar ◽  
Zahra Pourjafarian ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Instructional Strategies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Teaching Experiences ◽  
Regular Classrooms ◽  
Learning Institutions

The outbreak of the COVID-19 in early 2020 caused most of higher learning institutions to close the campuses and forced them to initiate online teaching and learning. Since, regular classrooms are temporarily empty, this paper focuses on the online education experiences of three Asian universities during the COID-19 pandemic. For the purpose of the current study from each case, Up to Six (6) specific instructional strategies are presented in each case. The strategies summarized current online teaching experiences which can be used by other faculty members in similar circumstances.

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