scholarly journals Instructor presence in online teaching: challenges and opportunities

2021 ◽  
Vol 127 ◽  
pp. 03002
Author(s):  
Tatiana Leonidovna Kopus ◽  
Elena Sergeevna Mikhalat ◽  
Ekaterina Yurievna Belozerova ◽  
Olga Vladimirovna Meshcheryakova
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Social Presence ◽  
Teaching Practices ◽  
Online Teaching ◽  
Global Scale ◽  
Full Time ◽  
Engagement Strategies ◽  
Instructor Presence ◽  
Challenges And Opportunities

The coronavirus pandemic has affected higher education on a global scale. During the first days of the COVID-19 pandemic, university professors experienced deficiencies to convert their current full-time disciplines into a remote format ensuring learning outcomes. Technology-based communication, which was prevalent in online education during the COVID-19 pandemic, exacerbated the issues associated with social presence. Social presence represents a crucial component of interactions that take place between instructors and students online remotely. This study reviews the social presence, with a focus on the research regarding the online teaching practices that demonstrate their effectiveness and relevance before and during COVID-19. The article begins by exploring the concept of social presence, distinguishing its correlations and interdependencies with other related concepts (empathy, student emotional, cognitive and behavioral engagement, learning outcomes, and motivation). The article offers a review of separate findings that investigate the teaching practices ensuring instructor presence and establishing stable contacts with learners. The data analysis reveals the main features vital for feelings of social presence from the online instructor. They include connectedness as the state of having timely communication with students, instructor responsiveness as the quality of having a quick or positive reaction from the instructor, online learning techniques, ensuring community building and empathy facilitation. Finally, the paper discusses the implications of social presence and the recommendations are given through three engagement strategies: management, connectedness and choice.

Synchronous Tools in Support of Teaching and Learning

2013 ◽  
pp. 172-191
Author(s):  
Clark Shah-Nelson
Keyword(s):  
Online Education ◽  
Open Source ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Web Conferencing ◽  
Commercial Enterprise ◽  
Effective Use ◽  
Blended Course

Instant messaging and text chat, online collaborative whiteboards, web conferencing and other synchronous Web 2.0 tools are increasingly finding their way into higher education and are available in both commercially-branded and open source varieties. This chapter describes excellent practices and challenges in using these tools for synchronous and blended course delivery, collaboration, learning activities, and technical support, based on the author’s experience in online education and online-teaching support. Synchronous tools can provide immediate and efficient communication for instructors, learners and support staff, foster community and establish a heightened sense of social presence. An increasing number of practitioners in the field of distance learning are using synchronous tools to reach their learning and support objectives (Murphy and Rodríguez Manzanares, 2008). Today, institutions have a whole menu of synchronous tools to choose from, ranging from free and open-source software to more costly commercial enterprise systems. These tools enable education and support for teaching and learning to happen across great distances and on all types of mobile and not-so-mobile computer devices. This chapter will describe some of these tools, the types of needs that drive their use, and strategies for effective use and implementation.

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

scholarly journals EFFECT OF COVID-19 ON SCHOOL EDUCATION SYSTEM: CHALLENGES AND OPPORTUNITIES TO ADOPT ONLINE TEACHING AND LEARNING

2020 ◽  
Vol 8 (6) ◽  
pp. 10-17
Author(s):  
Sunayana Garg ◽  
Diwakar Aggarwal ◽  
Sushil Kumar Upadhyay ◽  
Gautam Kumar ◽  
Gulbir Singh
Keyword(s):  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Training System ◽  
School Students ◽  
Global Epidemic ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
Teaching Learning

Purpose of Study: Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), deals with Coronavirus Disease 2019 (COVID-19) has instantly spread worldwide, leading to an episode of intense irresistible pneumonia. The COVID-19 pandemic has created a phenomenal change in educational teaching-learning framework globally. Other than financial and social effects, there is a difficulty in adopting new online education systems by stakeholders of academic institutions. Methodology: The review presented here is based on the platinum open access literature focusing on the adoption of the online education system during the current pandemic situation. This compilation of the findings is based on a systematic review published by the scholars of the relevant field of research targeted to opportunities and challenges in adopting ICT (Information and Communication Technology) and online teaching-learning pedagogy.  Main Findings: Specifically, school students need to deal with various sorts of ecological, electronic, and mental battles because of the COVID-19 pandemic. The whole education system from elementary to tertiary level has been imploded during the lockdown time of the COVID-19 in India and worldwide. The New Education Policy (NEP) 2020 has been delivered by the recently renamed Ministry of Education. The approach has given another face to the Online Education System in India. Applications of this study: The finding of the current investigation is a portrayal of opportunities and challenges in receiving the online teaching-learning education system by the public and private educational institutions. It will help in the planning and development of strategies to handle the challenges and opportunities of e-learning during the current global epidemic. Novelty of the study: The authors endeavored to address the web-based learning and teaching in the school training system in the midst of the COVID-19 pandemic. The capacity of offered resources in academic organization effectively changed conventional education into online schooling with the help of virtual classes and other urgent online gadgets in this reliably moving instructive scene.

scholarly journals Challenges and Benefits of Facilitating Online Learning in Time of Covid-19 Pandemic: Insights and Experiences of Social Science Teachers

2021 ◽  
Vol 20 ◽  
pp. 233-243
Author(s):  
Feddy B. Junsay Jr. ◽  
Dennis V. Madrigal
Keyword(s):  
Online Education ◽  
Social Science ◽  
Science Teachers ◽  
Lived Experiences ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Full Time ◽  
Teachers And Students

Online education is a rapidly growing phenomenon for teachers. With the outbreak of COVID-19, there are changes in all societies worldwide, and a forcible shift in the medium of teaching and learning is inevitable. This paper explored the social science teachers' lived experiences in a Chinese school during the COVID-19 Pandemic. This qualitative study utilized the phenomenological approach to explore the lived experiences of eight full-time and tenured social science teachers determined using purposive sampling.  The data were collected from the participants using an in-depth semi-structured interview. Meanwhile, the recursive textual analysis guided by the three C's of Lichtman was employed to analyze the data thematically.  The findings show that social science teachers faced challenges in online teaching such as personal, technical, and teaching strategies.  It also found that the teachers have difficulty motivating students to participate in the online class activities and submission of outputs.  Despite the challenges, the teachers were able to surmount the difficulties because of the support of the administration and their fellow teachers.  Generally, the unfolding of online teaching challenges confronted by school heads, teachers, and students will make them resilient to adapt and embrace virtual education. Keywords. Social Science, online education, COVID-19 Pandemic, phenomenology, Philippines

scholarly journals Academics Telecommuting in Open and Distance Education Universities: Issues, challenges and opportunities

2006 ◽  
Vol 7 (2) ◽  
Author(s):  
Cheuk Fan Ng
Keyword(s):  
Information Technology ◽  
Online Education ◽  
Support Services ◽  
Online Teaching ◽  
Faculty Satisfaction ◽  
Educational Institutions ◽  
Post Secondary ◽  
Challenges And Opportunities ◽  
Potential Benefits ◽  
Quality Framework

Research in distance and online education has focused on how to improve students: learning and support services. Faculty satisfaction, as one of the five pillars in Sloan-Consortium's quality framework for online education, has received less attention in research. Besides online teaching, little research has examined the experiences of academics working in institutions where the faculty is dispersed geographically. Outside the academy, teleworking or telecommuting has become quite popular in recent years. Most research to-date has been conducted in information technology-related corporations and government departments, but hardly any in post-secondary educational institutions. Drawing on a literature review of research in telecommuting or teleworking, this paper discusses the potential benefits and drawbacks of telecommuting for academics and their families, and the potential opportunities for -- and challenges faced -- by their distance and online education institutions.

scholarly journals The Perceptions of English Preparatory School Instructors on Online Education through the Community of Inquiry in the Covid-19 Process

2021 ◽  
pp. 524-561
Author(s):  
Sabire Akay ◽  
Kürşat Gültekin ◽  
Eda Şafak ◽  
Sueda Çakir ◽  
Ayşegül Liman
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Experience ◽  
Cognitive Presence ◽  
Teaching Presence ◽  
Preparatory School ◽  
Advantages And Disadvantages ◽  
Prep School

The purpose of this study is to investigate the perceptions and experiences of English preparatory school instructors from the perspective of the Community of Inquiry (CoI) framework in online education settings during the Covid-19 pandemic. The study employs a mixed-methods research design, specifically concurrent triangulation design. The quantitative phase of the study includes a survey completed by 140 prep school instructors using snowball sampling. The survey examines the perceptions of participants concerning the three elements of the community of inquiry, teaching presence, social presence and cognitive presence, as well as the challenges the participants faced during online education. The qualitative phase comprises semi-structured interviews with 6 of the participants who took the survey. The interview questions focus on the advantages and disadvantages of online education along with the participants’ efforts to create interaction in their classes. Data from the survey were analysed using SPSS in the form of descriptive statistics with means, percentages and standard deviations. The interviews were recorded, transcribed and coded through thematic content analysis. The results of the survey indicate that while a slightly significant positive correlation was found between overall COI, teaching presence and social presence with online teaching experience, no significant correlation was found between online teaching experience and cognitive presence with an r score close to .0. Furthermore, prep school instructors create interaction during online teaching using collaborative tasks, Web 2.0 tools and personal information from students. The findings from the interviews suggest the following emerging themes: assessment and feedback, social interaction and getting to know students, convenience, technical problems, and attendance issues.

scholarly journals Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Education ◽  
Research Methods ◽  
Online Teaching ◽  
Design Research ◽  
Digital Platforms ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
The Face ◽  
The Uk

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

scholarly journals Student’s experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study

PLoS ONE ◽  
2021 ◽  
Vol 16 (8) ◽  
pp. e0250378
Author(s):  
Kari Almendingen ◽  
Marianne Sandsmark Morseth ◽  
Eli Gjølstad ◽  
Asgeir Brevik ◽  
Christine Tørris
Keyword(s):  
Mixed Methods ◽  
Online Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Dropout Rate ◽  
Student Response ◽  
Student Perspective ◽  
Home Office ◽  
Response Systems ◽  
Group Interviews

Background The COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access. Aim To assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic. Material and methods Students in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively) after the lockdown in Norway on 12 March 2020 and participated in digital focus group interviews in May 2020 (mixed methods study). Findings and discussion Two weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student’s familiarity with the former. The dropout rate remained unchanged compared to previous years. Conclusion The sudden shift to digital teaching was challenging for students, but it appears that they adapted quickly to the new situation. Although the concerns described by students in this study may only be representative for the period right after campus lockdown, the study provide the student perspective on a unique period of time in higher education.

scholarly journals ONLINE EDUCATION: LEARNING OUTCOME, SUCCESS & CHALLENGES

2021 ◽  
Vol 1 ◽  
pp. 524-536
Author(s):  
Michael Alexander Radin ◽  
Natalia Shlat
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Outcome ◽  
Digital Learning ◽  
Face To Face

This paper’s intents are to render the learning outcome, success and challenges that emerge in an online teaching and learning environment in comparison to the traditional face to face classroom environment. First of all, we will examine how the students acclimate to the new online digital learning atmosphere after the traditional face to face learning environment; what challenges and barriers the students encounter in a synchronous and in an asynchronous online learning environments? Second of all, we will focus on how professors adapt to the new digital online teaching styles and examine the new essential teaching innovations that arise in order to achieve and go beyond the expected learning outcomes; how to remit to the students’ challenges and retain the positive and engaging learning environment? In addition, our aims are to examine new pedagogical innovations that naturally emerge while responding to the students’ travails and to smoothly navigate them to achieve the expected learning outcomes.Furthermore, our paper’s intents are to portray how an online learning environment can attain more effective learning outcomes in comparison to the traditional face to face classroom environment; how to think beyond our horizons and to enhance the learning outcomes in a digital learning atmosphere while addressing the students’ challenges? Moreover, we will emphasize how the immediate graded feedback and students’ feedback serve as pertinent tools in achieving the learning outcome and inspires students to learn in an online atmosphere. 

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