scholarly journals Adoption of online teaching during the COVID-19 Pandemic: a systematic analysis of changes in university teaching activity

2021 ◽  
pp. 1-24
Author(s):  
Kyungmee Lee ◽  
Mik Fanguy ◽  
Brett Bligh ◽  
Xuefei Sophie Lu
Keyword(s):  
Online Teaching ◽  
University Teaching ◽  
Systematic Analysis ◽  
Teaching Activity

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021 ◽  
Vol 11 (5) ◽  
pp. 105
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Strategy ◽  
University Teaching ◽  
Pilot Training ◽  
Training Course ◽  
Engineering Pedagogy

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

Pedagogical Patterns and Online Teaching

2014 ◽  
pp. 298-316 ◽  
Author(s):  
Antonio Miguel Seoane-Pardo ◽  
Francisco José García-Peñalvo
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Human Factor ◽  
Online Training ◽  
Training Activity ◽  
Teaching Activity ◽  
Institutional Planning ◽  
Whole Process ◽  
Leading Role

This chapter summarizes the experience collected after years of researching and experiencing on teaching and learning online in the form of an eLearning pattern-architecture. In this architecture, based upon the leading role of the human factor (according to the vision of the eLearning by GRIAL Group), the whole processes occurring within any training activity is represented, from the institutional planning to the evaluation of the whole process, technological decisions, teaching activity, interaction with students, and so forth. This model is briefly presented after the explanation of the notion of pattern (and its application to the pedagogical context), as a prerequisite for understanding the scope of the use of this methodology in the field of online training.

scholarly journals Peer Observation of Teaching in E-learning environments in UK Universities

2016 ◽  
Vol 8 (12) ◽  
Author(s):  
Zeynep Kacmaz
Keyword(s):  
Learning Environments ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Developmental Process ◽  
University Teaching ◽  
Peer Observation ◽  
Institutional Practice ◽  
E Learning ◽  
Training Programmes

Peer observation of teaching (POT) is presented as a valuable mechanism allowing for the dissemination of ‘best practice’ within university teaching. With the rapid rise of online learning courses, it could be expected that POT would be extended to the online environment. In practice, however, it appears that this development is inconsistent. Likewise, there has been little research into the experiences of teachers of online teaching, with research focused more on the technological aspects than on the delivery of teaching. Using a document analysis of a sample of UK universities and interviews with academics to assess a cross section of current institutional practice, this paper explores the intersection between POT and the online delivery of teaching and learning. The findings indicate that POT has not yet become a standard evaluative and/or developmental process in e-learning environments, although some universities do implement it within their CPD or teacher training programmes.

scholarly journals Pandemic challenges for educators: transition from physical to digital classroom

2021 ◽  
Vol 127 ◽  
pp. 03001
Author(s):  
Darya Vladislavovna Agaltsova ◽  
Larisa Vyacheslavovna Milyaeva
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Technologies ◽  
Practical Experience ◽  
Theoretical Background ◽  
Educational Process ◽  
University Teaching ◽  
Teaching Staff ◽  
Digital Classroom

The article looks into some challenges that university teaching staff has to face during the modern era of digitalization and especially during the transaction period from “physical classroom” to “digital classroom” provoked by the pandemic of COVID-19. The use of information and communication technologies (hereinafter referred to as ICT), tools for online teaching and learning, computer and digital literacy, digital skills and competencies are becoming important components of professional success. The transition to distance learning (especially due to the pandemic of COVID-19) has changed the modern academic world: now the effective use of digital technologies and educational resources is considered a key factor for improving and increasing the value of the learning process. As a result, students get their knowledge and educators share their theoretical and practical experience through an increasing number of digital technologies and resources. This article aims to describe and analyze the main types of available online tools and services that may provide productive work and interactive learning; to describe the challenges that educators face while transforming the academic environment into “online classroom”. The authors applied a cabinet study approach to the analysis of theoretical database, the method of comparison and generalization of the obtained data. As a result, the article presents theoretical background of the ICT potential and their use in the educational process of modern universities.

scholarly journals Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

2021 ◽  
Vol 9 (2) ◽  
pp. 183-200
Author(s):  
Erika K. Smith ◽  
Ece Kaya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Education Sector ◽  
University Teaching ◽  
Learning Space ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Online Mode ◽  
Near Future

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

scholarly journals La digitalización docente frente al reto de crisis sanitaria. La adaptación del claustro de Quirónsalud Madrid

2021 ◽  
Vol 2 (1) ◽  
pp. 1-12
Author(s):  
Javier Bermejo ◽  
Carmen Rivero ◽  
Sara Rojo ◽  
Eva Cerezo ◽  
Noemi Rodríguez ◽  
...  
Keyword(s):  
Health Care Providers ◽  
Online Teaching ◽  
University Teaching ◽  
Teaching Staff ◽  
Care Providers ◽  
Health Crisis ◽  
Face To Face ◽  
Virtual Classes ◽  
Academic Plan ◽  
De Medicina

La digitalización del profesorado universitario es un aspecto que ha cobrado especial relevancia en los últimos meses, de forma más concreta en el ámbito sanitario. Las clases presenciales se han visto canceladas y sustituidas por docencia online de una manera abrupta a causa de la crisis sanitaria acontecida. A ello se suma la elevada carga asistencial que han asumido todos los profesionales sanitarios. Varios de los hospitales del grupo Quirónsalud en Madrid desarrollan gran parte del plan académico del Grado de Medicina de la Universidad Europea y, debido a las circunstancias derivadas de la pandemia, su docencia ha tenido que transformarse, usando herramientas digitales que permitieran llevar a cabo tanto la labor docente como el arduo trabajo hospitalario de forma simultánea. Este artículo presenta los datos de la docencia llevada a cabo, así como las iniciativas que se han puesto en marcha desde marzo de 2020, con la finalidad de analizar la adaptación del claustro médico docente del grupo Quirónsalud a la situación acaecida. La utilización de herramientas asíncronas ha favorecido el trabajo autónomo del estudiante y la compatibilización de la actividad asistencial y la docencia en los hospitales mediante iniciativas como clases síncronas online, seminarios grabados y presentaciones locutadas, entre otras. The digitalization of university teaching staff is an aspect that has taken on special relevance in recent months, especially in the field of healthcare. Face-to-face classes have been abruptly cancelled and replaced by online teaching due to the health crisis. In addition, all the health care providers have taken on the burden of providing care, making it compatible with the virtual classes. Several Quirónsalud groups hospitals carry out part of the academic plan for the degree in Medicine at the European University. However, the teaching has had to be transformed, using digital tools that allow the teaching work and the arduous hospital work to be blended. This article presents the data on the teaching carried out and the initiatives that have been implemented since March 2020 with the aim of analyzing the adaptation of the medical teaching staff of the Quirónsalud group to the situation that has occurred. The use of asynchronous tools has favored the autonomous work of the student and the compatibility of healthcare activity and teaching in hospitals through initiatives such as online synchronous classes, recorded seminars and spoken presentations, among others.

scholarly journals Autonomy, Motivation, and Digital Pedagogy Are Key Factors in the Perceptions of Spanish Higher-Education Students toward Online Learning during the COVID-19 Pandemic

2022 ◽  
Vol 19 (2) ◽  
pp. 654
Author(s):  
María Dolores Díaz-Noguera ◽  
Carlos Hervás-Gómez ◽  
Ana María De la Calle-Cabrera ◽  
Eloy López-Meneses
Keyword(s):  
Online Teaching ◽  
Online Survey ◽  
Ad Hoc ◽  
Digital Transformation ◽  
University Teaching ◽  
Adaptation Capacity ◽  
Student Autonomy ◽  
Digital Pedagogy ◽  
Spanish Higher Education ◽  
The University

This paper proposes a development model of the adaptation capacity of students to digital transformation in university teaching through three constructs: motivations, digital pedagogy, and student autonomy. For this study, an ad hoc scale was created to record the adaptation capacity of students to digital transformation. The sample was 483 students from the University of Seville (Spain), to whom an online survey was administered during the development of online teaching in the period of November 2020 using the Google Forms platform. The findings of this study showed that university student motivation acquired a greater threshold than autonomy, whose threshold in turn, was greater than that of digital pedagogy in the ability to adapt to online teaching and that the capacity of adaptation to the online modality is explained by the perception that university students have of the usefulness, products, and learning outcomes, among others. In conclusion, the lack of adequate and enabled study spaces is key to developing the online model. We consider all these aspects as prospective research objectives.

scholarly journals Model digitalnog reflektivnog portfolija za strani jezik struke

2021 ◽  
Vol 34 (4) ◽  
pp. 155-166
Author(s):  
Miroslava Ristić ◽  
Ana Vujović
Keyword(s):  
Teacher Education ◽  
Digital Literacy ◽  
Online Teaching ◽  
University Teaching ◽  
Foreign Languages ◽  
Education Faculty ◽  
Portfolio Development ◽  
Digital Portfolio ◽  
Teacher Education Faculty ◽  
Starting Model

In the conditions of online teaching and working in digital environment, digital portfolio is one of important tools in the process of improving the quality of teaching and the implementation of the student-oriented model of university teaching. The aim of this paper is to create a model of a reflective digital portfolio for foreign languages for specific purposes at the Teacher Education Faculty, University of Belgrade, with the aim of raising the level of language and digital literacy in the conditions of hybrid and online teaching. In addition to the modeling method, a case study was used which included students attending the academic course of Educational Technology at the Teacher Education Faculty, with a focus on interdisciplinary connections with foreign languages for specific purposes. The paper discusses the theoretical starting points, the possibilities and challenges of using a digital portfolio teaching foreign languages for specific purposes. The review and analysis concluded that a hybrid model is a starting model for an efficient digital portfolio development, and that the digital portfolio can be successfully used in both formative and summative evaluation of student achievement, with horizontal and vertical interdisciplinary connections playing a key role.

Coping with COVID: pivoting perspectives from teaching a third-year undergraduate financial accounting course

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Richard D. Morris ◽  
Lili Dai ◽  
Sander De Groote ◽  
Emma Holmes ◽  
Leonard Lau ◽  
...  
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
New Technology ◽  
Historical Record ◽  
Financial Accounting ◽  
University Teaching ◽  
Content Type ◽  
Time Investment ◽  
Teaching Team ◽  
The Impact

Purpose Coronavirus (COVID-19) has caused upheaval in university teaching practices. This paper aims to document how the teaching team on a large third-year undergraduate financial accounting course in an Australian university coped with the impact of the virus. Changes in teaching practices when classes shifted from face-to-face to online instruction during the COVID-19 crisis are described and examined using the crisis management process framework of Pearson and Clair (1998). Teaching team members were asked to write brief reflections on their experiences teaching the course during the period from February to July 2020. These were then thematically analysed and included as outcomes within the Pearson and Clair (1998) framework. Design/methodology/approach Description of COVID-19 induced changes to teaching a large undergraduate financial accounting course at an Australian university. Findings Six outcomes emerged: learning new technology; collegiality; the course review; the online delivery experience; redesigning assessments and; time investment; conjectures are offered about the survival of some of the changes made during the year. Research limitations/implications The research only covers one teaching team’s experience but that is the purpose of the special issue. Practical implications Lessons for the future are explored. Social implications The implications of online teaching are explored. Originality/value The paper provides a historical record of how the teaching team on a large undergraduate financial accounting course coped with an unexpected, major event that necessitated rapid and radical changes to teaching methods.

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