Pivoting in a COVID-19 teaching environment: developing interactive teaching approaches and online assessments to improve students’ experiences

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kate L. Morgan ◽  
Wei Chen
Keyword(s):  
Online Teaching ◽  
Sudden Change ◽  
Course Delivery ◽  
Financial Accounting ◽  
Content Type ◽  
Face To Face ◽  
Course Materials ◽  
Accounting Courses ◽  
Online Assessments ◽  
Short Time

Purpose The purpose of this paper is to discuss the changes made to course delivery, course materials and assessment approaches required in response to the COVID-19 pandemic which forced many changes to occur in a very short time. Design/methodology/approach It is a case study of the changes made to content, teaching methods and assessment in a postgraduate introductory financial accounting course of approximately 350 students across two terms. Findings The key findings are that the sudden change from face-to-face to online teaching to address government regulations, social distancing expectations and students’ needs required immediate changes to how content was delivered, how to interact with students (many of who were studying outside of Australia), and how to adapt to online assessments. Many of the innovations the authors describe will continue to be used in the course going forward both in face-to-face and online formats. That is, the need to change resulted in innovations that can be implemented in a post-pandemic environment. Originality/value The key value of this paper is to provide instructors with insights into the innovations the authors made to address the changed circumstances, which can be incorporated into other accounting courses in the future.

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

scholarly journals Factors leading to effective teaching of MOOCs

2016 ◽  
Vol 11 (1) ◽  
pp. 105-118 ◽  
Author(s):  
Billy Tak-ming Wong
Keyword(s):  
Effective Teaching ◽  
Design Methodology ◽  
Teaching Effectiveness ◽  
Online Courses ◽  
Meta Analysis ◽  
Course Delivery ◽  
Massive Open Online Courses ◽  
Content Type ◽  
Course Assessment ◽  
Course Materials

Purpose The purpose of this paper is to survey the factors which facilitate effective teaching through massive open online courses (MOOCs). Design/methodology/approach A descriptive meta-analysis was conducted to first examine the literature covering the characteristics of teaching in MOOCs, the profile of participants, the instructional design of course materials and/or the course assessment methods – and then to summarise the factors which are conducive to the teaching effectiveness of MOOCs. A random sample of MOOCs was then reviewed to sort out the extent to which the factors can be identified in these courses. Findings The factors leading to effective teaching of MOOCs revolve around six areas according to the stages of course delivery, namely, preparation, attraction, participation, interaction, consolidation and post-course support. They address the application of technology to achieve educational purposes, while coping with the potentials and constraints of the MOOC environment. In practice, however, existing MOOCs show varying degrees of the implementation of the factors. Research limitations/implications As this is an exploratory study summarising and categorising the factors, further work should be done, in particular on the proper adoption of these factors in teaching, their effectiveness and ways of assessing such effectiveness. Originality/value The factors identified will help institutions and academics who plan to offer MOOCs to be aware of how teaching can be best delivered to promote effective student learning.

scholarly journals Copyright for Online Teaching

2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin
Keyword(s):  
Online Teaching ◽  
Fair Use ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Online Classroom ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Digital Or

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

How mode of delivery affects comprehension of an operations management simulation

2017 ◽  
Vol 10 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Jason M. Riley ◽  
William A. Ellegood ◽  
Stanislaus Solomon ◽  
Jerrine Baker
Keyword(s):  
Online Education ◽  
Operations Management ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Ease Of Use ◽  
Equation Modeling ◽  
Content Type ◽  
Team Interaction ◽  
Face To Face ◽  
Management Concepts

Purpose This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students’ ability to learn and retain new concepts. Design/methodology/approach Leveraging Littlefield Technologies’ simulation, the study investigates how team interaction, team leadership, instructor’s guidance, simulation’s ease of use and previous software experience affects comprehension for both online and face-to-face teaching environments. Survey data were gathered from 514 undergraduate students. The data were then analyzed using structural equation modeling. Findings For the face-to-face population, this study found that team interaction, previous software experience, instructor’s guidance and simulation’s ease of use affected student comprehension. This differed from the online population who were only affected by the simulation’s ease of use and instructor’s guidance. Originality/value Understanding how the mode of delivery affects comprehension is important as educators develop new online teaching techniques and experiment with innovative technologies like simulation. As demand for online education grows, many instructors find they need to refine their methods to ensure students comprehend the concepts being taught regardless of modality.

scholarly journals Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Donnie Adams ◽  
Kee Man Chuah ◽  
Bambang Sumintono ◽  
Ahmed Mohamed
Keyword(s):  
Learning Environment ◽  
Online Teaching ◽  
Sudden Change ◽  
Student Diversity ◽  
Future Research ◽  
Field Of Study ◽  
Content Type ◽  
Level Of Education ◽  
E Learning ◽  
Mode Of Instruction

PurposeUniversities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment.Design/methodology/approachThe study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment.FindingsFindings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles.Research limitations/implicationsThis study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research.Originality/valueThis study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms.

scholarly journals Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ximena D. Burgin ◽  
Sheila Coli Coli ◽  
Mayra C. Daniel
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
School Administrators ◽  
Well Being ◽  
Content Type ◽  
Teachers Perceptions ◽  
Face To Face ◽  
Available Technology ◽  
Qualitative Phenomenological ◽  
K 12

PurposeThe COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.Design/methodology/approachThis study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.FindingsThe results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.Originality/valueThis article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.

scholarly journals UJIAN SECARA ONLINE BAGI PENDIDIKAN TERBUKA DAN JARAK JAUH

2010 ◽  
Vol 11 (2) ◽  
pp. 88-95
Author(s):  
Herman
Keyword(s):  
Teaching And Learning ◽  
Course Delivery ◽  
Educational Institutions ◽  
Skilled Worker ◽  
Face To Face ◽  
Course Materials ◽  
Examination Result ◽  
Online Examination ◽  
Information And Communication

Open and Distance Learning (ODL) nowadays becomes a trend in higher education. Course delivery and course materials distribution have already been in electronic form by using information and communication technology (ICT). This technology becomes cheaper and much easier to be used. Indonesia as a nation where its people spread in thousands of islands does not always have face-to-face university in each city. Meanwhile, the need of skilled worker is always increased. ODL then becomes an alternative to educate people by using different way of teaching and learning process. People who have difficulties in accessing face-to-face university can use ODL as an alternative to upgrade their education. The role of ICT in ODL become important since the students can learn by using ICT. The students can also “meet” their colleagues virtually. Meanwhile, it was explored that ICT can be utilized for online examination. Online examination is more efficient, much faster in processing the examination result, and much cheaper in budget. This article discusses many aspects of strength and weakneses which is faced by educational institutions in administering online examinations.

Preserving transferable skills in the accounting curriculum during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Frederick Ng ◽  
Julie Harrison
Keyword(s):  
Online Teaching ◽  
Design Method ◽  
Course Delivery ◽  
Digital Learning ◽  
Online Delivery ◽  
Content Type ◽  
Self Reflection ◽  
Transferable Skills ◽  
Self Evaluation ◽  
Accounting Curriculum

Purpose The purpose of this paper is to provide a first-hand, critical reflection on the rapid redesign of a New Zealand university accounting course in response to the COVID-19 pandemic. The authors reflect on their experience of redesigning a course for online delivery, while preserving its focus on transferable skills. Design/methodology/approach This paper presents the authors’ commentary on and self-evaluation of the teaching of a final year accounting paper during the COVID-19 pandemic. Findings The authors provide lessons for developing transferable skills when pivoting to digital learning under extreme conditions. The authors found a multi-modal approach to course delivery that helped facilitate the development of transferable skills and self-reflection journals were particularly useful for motivating students in an online teaching environment. The authors also identified the efficacy of designing and evaluating online course delivery using a “transferable skills first” template to identify gaps in learning activities and assessments. Originality/value The pressures of rapidly pivoting to digital learning threatened the authors’ ability to maintain a focus on transferable skills. The authors provide a design method for maintaining and developing transferable skills in a digital environment using a “transferable-skills first” teaching philosophy.

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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