scholarly journals Lessons for Staff Development: Lecturers’ Transition from Face-to-Face to Online Teaching for Masters Courses in Higher Education

2021 ◽  
Vol 4 (2) ◽  
pp. 31
Author(s):  
Alison Clapp
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Online Teaching ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Face To Face ◽  
Teaching Community ◽  
Online Distance Learning

 AbstractDuring the COVID-19 pandemic there has been an almost universal pivot to emergency online teaching in higher education, requiring staff development as online teaching differs from teaching face-to-face. The transition has been at short notice, with rapidly created training and little time to engage. Past research into the transition to teach online is scarce. The study described here, carried out in the year before COVID-19, aimed to investigate the how previous experiences of learning and training affected transition, and how staff made sense of the experience, adding to knowledge on successful transition to teaching online distance learning courses. Interpretive phenomenological analysis was carried out after interviewing five experienced online teaching staff in a Graduate School, using semi-structured interviews and open-ended questioning. The overarching themes found were connections to online learning and teaching communities, and developing membership of, and activities in, these communities themselves. Staff with good connections to the online teaching community via other experienced staff, training, and prior experience as online students were able to make the transition to teach online with comparative ease, compared to those who did not. With little connection to the online teaching community, transition was slow and staff retained a greater connection to face-to-face teaching and its community. Post-pandemic, the study suggests that designs for staff development, relational agency (working for short periods with online teaching experts) and situated learning within an online environment are beneficial if elements of online learning and teaching are to be retained for the future.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

From Face-to-Face to Digital Learning

2021 ◽  
pp. 114-125
Author(s):  
Dionisia Tzavara ◽  
Dimitrios Koufopoulos
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Instructional Delivery ◽  
Learning Design ◽  
Digital Learning ◽  
Teaching Experiences ◽  
Learning And Teaching ◽  
Face To Face ◽  
Theoretical Considerations

As a result of the COVID-19 pandemic, universities worldwide were forced to close their campuses and move instructional delivery to a digital mode. Many argued that this massive emergency digitalisation of instructional delivery was a major move of higher education toward online learning. However, this view overlooks considerations of pedagogy and of online learning design and delivery. Online learning is not just about uploading content to an online space or about moving all lectures online, and there is a whole theory behind designing online learning environments and delivering online learning. This chapter will discuss key theoretical considerations behind online learning design and delivery in relation to the digitalisation of higher education during COVID-19 with a view to make recommendations that will help universities design fulfilling and effective online learning and teaching experiences for their students and faculty.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Vol 12 (1) ◽  
pp. 19-27
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

What Teachers Should and Shouldn't Do During Online Teaching

2021 ◽  
pp. 166-186
Author(s):  
Ka Long Roy Chan
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Survey Data ◽  
Online Teaching ◽  
Structured Interviews ◽  
Online Teachers ◽  
Face To Face ◽  
Mixed Feeling ◽  
Education In Hong Kong

COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.

scholarly journals Teaching in Higher Education: Theories, Realities and Future Controversies

2021 ◽  
Vol 9 (6) ◽  
pp. 1
Author(s):  
Katerina R. Toka ◽  
Labrina Gioti
Keyword(s):  
Higher Education ◽  
Teaching Practice ◽  
Learning Theories ◽  
Teaching Staff ◽  
Structured Interviews ◽  
Student Centered ◽  
Learning And Teaching ◽  
University Teachers ◽  
Teacher Student ◽  
Teaching In Higher Education

The purpose of this paper is to investigate the field of University Pedagogy and specifically the relationship between theory (learning theories university teachers adopt) and practice (actual teaching) in Higher Education Institutions. To this end, we conducted a mixed methodology research (triangulation) by implicating both the students and the university teachers of post graduate programs of the former Alexander Technological Educational Institute–ATEI-of Thessaloniki (current International Hellenic University-IHU). The data collection methods were:7 semi-structured interviews with the teaching staff, student questionnaires (n=98) and non-participatory observation. Results show that teachers’ views about learning and teaching are consistent mostly with person-centered humanistic learning theories and cognitive constructivism. Learning is viewed as a dynamic process revolving around students and their needs. Their student-centered approach and the theories they embrace are consistent with their teaching practice to a satisfactory degree (role, climate, teacher-student relationship, objectives, connection to reality). However, an issue detected is the relatively limited use of the most active teaching techniques.

scholarly journals Online Learning and Teaching Experiences During the COVID-19 Pandemic: A Case Study of Bangladeshi Students Receiving China’s Higher Education

2020 ◽  
Vol 9 (2) ◽  
pp. 37
Author(s):  
Juan Dong
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Chinese Teachers ◽  
Structured Interviews ◽  
Online Classroom ◽  
Learning And Teaching ◽  
Online Interactions ◽  
Teachers And Students ◽  
Time Gap

While facing the COVID-19 pandemic attack worldwide, international students are forced to turn to online instruction for academic study. Based on a longitudinal ethnography with a cohort of Bangladeshi students who study in English-medium degree program at software engineering, this study reveals a series of challenges confronting both Chinese teachers and Bangladeshi students for their online interactions. Data were collected through online classroom observation, semi-structured interviews, audio-recording and online interactions. From the perspective of Chinese teachers, they lacked of control on their students’ class participation given the poor network infrastructure in Bangladesh and the time gap between China and Bangladesh; in terms of Bangladeshi students, they felt frustrated in access to Chinese-mediated online teaching applications due to their insufficient Chinese proficiency; their inaccessibility to operate their subject learning also made the online learning tedious. Based on the findings, the study offers several suggestions to respond to teachers and students’ difficulties and challenges in online lessons and sheds some lights on improving online education.

scholarly journals Teaching English Speaking Online versus Face-to-Face: Saudi Students’ Experience during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Abdulrahman Alzamil
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
English Language ◽  
Learning And Teaching ◽  
Face To Face ◽  
Saudi Students ◽  
Positive Attitudes ◽  
English Speaking ◽  
Face To Face Learning ◽  
Students Attitudes

In March 2020, schools in the Kingdom of Saudi Arabia were suspended. Online learning became a substitute for traditional face-to-face learning. This study addresses the implications of this shift for the attitudes of university-level English majored Saudi students taking a listening and speaking course. The study investigated the students’ attitudes towards: a) the importance of speaking in English; b) teachers use of emails to communicate their feedback on students’ English-speaking tasks; c) online teaching of English speaking; and d) online learning and teaching of the English language. The data collection tool was a 21-item questionnaire. The participants were 18 second-year male Saudi students who were studying English at a Saudi university. The findings showed that the participants: a) had positive attitudes towards the importance of speaking English; b) appreciated the benefits that online learning offers, but felt it could not replace face-to-face learning.

scholarly journals Supporting and Enabling Scholarship: Developing and Sharing Expertise in Online Learning and Teaching

2018 ◽  
Vol 6 (1) ◽  
pp. 66-74
Author(s):  
Fiona Barnes ◽  
Sue Cole ◽  
Ingrid Nix
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Staff Development ◽  
Learning Technologies ◽  
Small Scale ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Education Market ◽  
Higher Education Market ◽  
The University

In a highly competitive, rapidly changing higher education market, universities need to be able to generate pedagogical expertise quickly and ensure that it is applied to practice. Since teaching approaches are constantly evolving, partly responding to emerging learning technologies, there is a need to foster ways to keep abreast on an ongoing basis. This paper explores how a small-scale project, the Teaching Online Panel (TOP), used scholarship investigations and a bottom-up approach to enhance one particular aspect of academic practice – online learning and teaching. The experiences of TOP are useful for identifying:  how a scholarship approach can help develop academic expertise its contribution to enhancing understanding of staff’s different roles in the University ways of developing the necessary supportive network for those undertaking such scholarship the effectiveness of staff development which is peer-led rather than imposed from above how practical examples can stimulate practice development the relevance of literature on communities of practice and landscapes of practice for scholarship the important role of ‘brokers’ to facilitate the dissemination of scholarship findings the benefits to the brokers’ own professional roles the challenges of sustaining such an approach and lessons learnt. This study has relevance for those involved in supporting scholarship or delivering staff development in Higher Education.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

scholarly journals Academic Technology Experience and Preference on Online Learning in Higher Education Institutions: Students' Perspectives

2021 ◽  
Vol 54 (3) ◽  
Author(s):  
Ryani Yulian ◽  
Ufi Ruhama'
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Higher Education Institutions ◽  
Private Higher Education ◽  
Structured Interviews ◽  
Policy Makers ◽  
Face To Face ◽  
Academic Technology ◽  
Technology Experience ◽  
Private Higher Education Institutions

Amidst the Covid-19 Pandemic, most higher education institutions have shifted to online learning to sustain the existence of the universities. However, the readiness and effectiveness of private higher education institutions in Indonesia, especially in Kalimantan, are still questionable. This study focused on analyzing and understanding the academic technology experience and preference for online learning in Indonesian higher education institutions from the students' perspectives. A survey of 302 respondents from private higher education institutions was corroborated with semi-structured interviews. The results indicated that the majority of the respondents have limited access to technology devices and ownership. Most of them need academic features integrated into the learning management system for their successful study. The majority of the respondents preferred to have a completely face-to-face class, but they are receptive to online learning. However, they need to get situated in academic situations that facilitate their technology literacies and skills. Also, the institutions and lecturers should go in the same direction. Therefore, the data sources can contribute meaningful insights for policy-makers to design accessible and adaptive online learning for the students.

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