Exploring cross-disciplinary differences in course mode, instructional tools and teaching methods in online courses in business & management

2021 ◽  
Vol 19 (3) ◽  
pp. 100532
Author(s):  
Sylvie Albert ◽  
D. Fulton ◽  
R. Ramanau ◽  
A. Janes
Keyword(s):  
Teaching Methods ◽  
Online Courses ◽  
Business Management ◽  
Disciplinary Differences ◽  
Instructional Tools

scholarly journals The Grounds for Higher Education Teachers to Engage in MOOC Development Projects

2020 ◽  
Vol 22 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Ulf Olsson
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Lecture Hall ◽  
Development Projects ◽  
Traditional Teaching ◽  
Massive Open Online ◽  
Professional Networks ◽  
Traditional Teaching Methods

AbstractThe conditions for higher education teachers operating in a technology-enhanced education setting and an open educational context – such as Massive Open Online Courses (MOOCs) – are different when compared to traditional teaching methods (e.g. in a lecture hall). This study investigates the grounds for 20 teachers at Swedish Higher education institutions to be involved in MOOC development projects. Six categories are found and described; including curiosity, merits, teaching development, flexibility, as well as the possibility to disseminate their research and expand their professional networks. Interviewees believed that the work was a viable way to strengthen their research portfolio, while also making a limited effort for teaching, enhancing the dissemination possibilities and strengthening their research networks.

scholarly journals Attitude and Behavioral Intention to Develop and Use MOOCs among Academics

2019 ◽  
Vol 14 (24) ◽  
pp. 31
Author(s):  
Habibah Ab Jalil ◽  
Aini Marina Ma'rof ◽  
Rosmaria Omar
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Online Courses ◽  
Pearson Correlation ◽  
Public University ◽  
Behavioural Intention ◽  
Massive Open Online Courses ◽  
New Wave ◽  
Significant Relationships ◽  
Teaching Content

Several practice-oriented courses are currently integrated into online learning plat-forms, providing a new wave of instructional approaches among academics. These include the use of Open CourseWare and Massive Open Online Courses (MOOCs). It is worthwhile to explore how learners respond to new teaching methods when practice-oriented courses are placed online. The primary purpose of this study is to determine levels of attitude and behavioural intention to develop and use MOOCs and the possible relationships between those variables. Partici-pants consisted of 238 academics in a Malaysian public university. Descriptive and Pearson Correlation analyses were employed to determine relationships. Re-sults show that: (a) respondents are receptive towards MOOCs as an alternative platform to deliver teaching content; (b) they are mostly ready to develop MOOCs; (c) they are generally prepared to use MOOCs in teaching and learning and (d) there are significant relationships between academic staffs’ attitude and behavioural intention to develop and use MOOCs. The findings of this study are pertinent in understanding MOOCs from the perspective of academics so that proper support can be provided accordingly.

Training Instructors to Teach Multimodal Composition in Online Courses

2017 ◽  
pp. 348-369 ◽  
Author(s):  
Tiffany Bourelle ◽  
Beth L. Hewett
Keyword(s):  
Student Learning ◽  
Management System ◽  
Online Courses ◽  
Student Support ◽  
Multimodal Composition ◽  
Instructional Tools ◽  
Skill Sets ◽  
Practical Advice ◽  
Face To Face ◽  
Robust Learning

This chapter addresses practical strategies for training teachers to teach multimodal composition in online courses. Specifically, trainers should focus on at least four skill sets: developing and scaffolding multimodal assignments; creating multimodal instructional tools; incorporating technology labs within the curriculum; and adopting and adapting the multimodal ePortfolio as a reflective document for showcasing student learning. Teachers particularly benefit from these skill sets, which enable them to guide students in acquiring such multimodal literacies as learning to design rhetorically effective multimodal projects for various audiences and purposes. The chapter offers theoretical and practical advice for trainers where the instruction will occur in online settings as well as the training itself. This advice also is useful for teachers of face-to-face (onsite) multimodal courses when using a robust learning management system (LMS) for student support.

THE BASICS OF DEVELOPING EFFECTIVE ONLINE COURSES

2018 ◽  
pp. 52-56
Author(s):  
E. I. Michkasskaya ◽  
N. V. Voznesenskaya
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Online Courses ◽  
Online Course ◽  
Actual Problem ◽  
Effective Organization

The actual problem of developing online courses is analyzed in the article. The basic requirements that should be paid attention to the developer of the course are considered. The modern teaching methods that contribute to the effective organization of the online learning process are described. Examples of the implementation of these methods in the online course, basic tips and examples of current techniques used when flling the online course are given.

scholarly journals Relevance factors of mathematical education for sustainable development

2021 ◽  
Vol 295 ◽  
pp. 05009
Author(s):  
Yury Melnikov ◽  
Yelena Ivukina
Keyword(s):  
Sustainable Development ◽  
Teaching Methods ◽  
Business Management ◽  
The Other ◽  
Mathematical Education ◽  
Mathematical Apparatus ◽  
The Sustainable Development ◽  
Cultural Phenomenon ◽  
Scientific Technical

Education system is viewed as an important constituent of sustainable development of a society. The spread of information technology reduces the need for mastering the computing apparatus of mathematics. On the other hand, firstly, the role of mathematics is not limited at least to its computing apparatus, the other components of the mathematical apparatus (for example, conceptual, methodological, etc.) and other aspects of mathematics (historical, activity, education of “intellectual honesty”, the formation of specific types of thinking, for example, geometric, ampect, linked with modelling, etc.) are also significant issues; secondly, the use of a computing apparatus is actually the final stage of other types of mathematical and “near-mathematical” activities. The article identifies three factors that ensure the relevance of mathematical education for the sustainable development: 1) the system of teaching mathematics should form the ability to use the mathematical apparatus for solving problems of business, management, engineering, social development, etc. (five components of this factor are highlighted); 2) focus on working with educational material at the level of typical strategies and methodology, not limited to typical algorithms; 3) presentation of mathematics as a multidimensional cultural phenomenon, in which scientific, technical, aesthetic, historical and economic as well as historical and social aspects are distinguished (this in many cases requires the processing of the teaching methods constituents, in particular, curricula alongside with the educational and methodological support).

scholarly journals Massive Open Online Courses-based blended versus face-to-face classroom teaching methods for fundamental nursing course

Medicine ◽  
2021 ◽  
Vol 100 (9) ◽  
pp. e24829
Author(s):  
Wenjing Cao ◽  
Lin Hu ◽  
Xiaoying Li ◽  
Xiaoling Li ◽  
Chuan Chen ◽  
...  
Keyword(s):  
Teaching Methods ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Classroom Teaching ◽  
Massive Open Online ◽  
Face To Face ◽  
Nursing Course

E-learning commodity or community: Disciplinary differences between online courses

2008 ◽  
Vol 11 (3-4) ◽  
pp. 152-159 ◽  
Author(s):  
Glenn G. Smith ◽  
Allen J. Heindel ◽  
Ana T. Torres-Ayala
Keyword(s):  
Online Courses ◽  
Disciplinary Differences ◽  
E Learning

scholarly journals Engineering College Lecturers Reluctance to Adopt Online Courses

2014 ◽  
Vol 17 (1) ◽  
pp. 210-226 ◽  
Author(s):  
David Pundak ◽  
Yoav Dvir ◽  
Jordan Valley
Keyword(s):  
Learning Process ◽  
Teaching Methods ◽  
Online Courses ◽  
Online Course ◽  
College Instructors ◽  
Online Pedagogy ◽  
Heavy Work ◽  
Work Burden ◽  
Lack Of Knowledge

Abstract The paper investigates difficulties involved in integrating online courses in academic colleges. Despite their growing prevalence in Israel and worldwide there are still no online courses offered as part of the learning process in many colleges. In order to identify factors for this phenomenon, a study was conducted to investigate the attitudes of 137 lecturers in an academic college concerning online courses. A questionnaire was employed to examine attitudes in four areas: cognizance of the online courses, willingness to teach these courses, influence of online courses on the college’s reputation and teaching methods in online courses. The study identified four sources of reluctance among college instructors to teach in these courses: lack of knowledge concerning teaching methods, fear of a heavy work burden, concern that students’ achievements might fall and impairment of the college’s reputation. Since there is desire to integrate online courses in academic colleges, it is recommended that an online pedagogy support centre should be opened in these colleges, and that colleges should consider making it mandatory for students to take at least one compulsory online course during their degree course.

scholarly journals Emergency remote teaching in Greece during the first period of the 2020 Covid-19 pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 19-27
Author(s):  
Nikos Tzimopoulos ◽  
◽  
Provelengios Petros ◽  
Iosofidou Maria ◽  
◽  
...  
Keyword(s):  
Distance Education ◽  
Learning Communities ◽  
Teaching Methods ◽  
Online Courses ◽  
Transition Process ◽  
Educational Process ◽  
Educational Community ◽  
Face To Face ◽  
The Face ◽  
Distance Communication

During the first period of the covid-19 pandemic, schools in Greece suspended the face-to-face operation for about three months, and teachers were called in an emergency to adjust the teaching methods remotely. The educational community was called to deal with this emergency with the primary goal to maintain students’ contact with the educational process. The urgent use of distance communication and teaching forms was a project with many difficulties for teachers, students, and parents. In all this transition process, the practice and learning communities that teachers themselves organized were crucial. The Greek eTwinning community immediately implemented three MOOC seminars (Mass Open Online Courses), which were designed to assist them in the use and pedagogical utilization of distance education tools. More than 30,000 teachers participated in these seminars. In this paper, we present the results of a survey conducted on a sample of 1080 Greek teachers, members of the eTwinning community, and we describe how they dealt with remotely teaching. The research refers to tools used, the distance communication content, and the difficulties encountered to implement the whole project.

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