A Long-Distance/Online Teaching Model With Video Technology for Engineering Courses Suitable for Emergency Situations

2020 ◽  
Author(s):  
Miguel X. Rodríguez-Paz ◽  
Jorge A. González-Mendivil ◽  
Israel Zamora-Hernandez
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Long Distance ◽  
Strong Earthquakes ◽  
Teaching Online ◽  
Successful Model ◽  
Emergency Situations ◽  
Short Period ◽  
Engineering Mechanics ◽  
The University

Abstract In this paper we present the implementation of a model involving real-time online education sessions for the continuation of a semester in emergency situations when the university has to stop activities. This model has been used during the strong Earthquakes in Central Mexico in September 2017 and during the most recent global situation due to the coronavirus emergency. Teaching of Engineering courses usually involves the combination of lectures, tutorials, problem solving sessions and mid-term exams. In emergency situations when the activities at the university are not possible, other models have to be implemented, usually within a short period of time. In this paper, a model involving the use of video conferencing software, namely zoom, the use of video repositories and the use of digital social media is presented as a successful model for the continuing teaching of courses of Engineering Mechanics. Results show a good acceptance by students and some suggestions given by the students in order to make this model more attractive are also presented. These findings can be applied in the future in the design of schemes for teaching or continuation of a term in higher education when the university faces an emergency that requires activities to be interrupted oncampus. As conclusions the authors present a series of recommendations for teachers or professors interested in applying this model or in designing new schemes for teaching online when the university has to be closed.

What are Tutors' Experiences with Online Teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Cvetanka Walter
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

scholarly journals Refection on the development of online physical education during the epidemic

2020 ◽  
Vol 9 (6) ◽  
pp. 219
Author(s):  
Yonggang Zhang
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Current Status ◽  
Teaching Online ◽  
Teaching Principles ◽  
Teaching Characteristics ◽  
And Control

In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

scholarly journals Online Education in HEIs in Bangladesh moderated by COVID-19: Modified UTAUT2

2021 ◽  
Vol 20 (4) ◽  
pp. 133-141
Author(s):  
S A M Manzur Hossain Khan ◽  
Nurakmal Ahmad Mustaffa ◽  
Md. Mamun Habib
Keyword(s):  
Online Education ◽  
Behavioral Intention ◽  
Online Teaching ◽  
Private Universities ◽  
Ease Of Use ◽  
Learning Platform ◽  
Short Period ◽  
Teaching Learning ◽  
Use Behavior ◽  
The Impact

The whole world, including Bangladesh is brought to a standstill by the pandemic of COVID-19.  All the hustling-bustling of a densely populated country has come to a quiescent halt; the only sound remaining is the whisper of anxiety. The HEIs in Bangladesh is also struggled to react to this sudden catastrophe; magnified by uncertainties.  Compared to public universities, the private universities of the country managed to react the fastest and are making sweeping changes in a very short period of time, shifting traditional face-to-face course content/teaching to online content/teaching. The shift to fully functional online teaching learning platform was sudden and with minimum preparation. To investigate the perception of the private universities community in Bangladesh with this new teaching learning method, this paper adopted the Unified Theory of Acceptance and Use of Technology (UTAUT) model, focuses on stakeholders’ behavioral intention, availability of the online platform, prior experience, attitude towards usage (ease of use and usefulness) and most importantly the impact of COVID-19 pandemic. Additionally, the paper also discusses the issues of social and cultural impact. It was found that all the UTAUT attributes are positively correlated with the Behavioral Intention and eventually to Use Behavior of students in adopting online education. Moreover, unexpected, and unprecedented impact of COVID-19 pandemic also effected their behavioral intention towards accepting online education.

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

scholarly journals THE APRIL 2007 SWARM IN TRICHONIS LAKE USING DATA FROM A MICROSEISMIC NETWORK

2017 ◽  
Vol 43 (4) ◽  
pp. 2183
Author(s):  
E. Sokos ◽  
V.E. Pikoulis ◽  
E.Z. Psarakis ◽  
A. Lois
Keyword(s):  
Aftershock Sequence ◽  
Lake Area ◽  
Regional Networks ◽  
Strong Earthquakes ◽  
Waveform Cross Correlation ◽  
Short Period ◽  
Using Data ◽  
Almost All ◽  
The University ◽  
Space Time Evolution

A series of strong earthquakes took place at the Trichonis lake area, during April 2007. Three events, with M~5.0 occurred within one day, causing damages to almost all nearby villages and especially at the small town of Thermo. The sequence lasted for more than one month with small to moderate size events. It was recorded by regional networks and results related to its time and space evolution have already been published. Just after the major events a microseismic network was deployed in the area, by the University of Patras, Seismology Laboratory. Eight stations were installed, with short period, three component sensors and portable digital recorders. The network was in operation for a period of one month and a lot of events were recorded by enough stations to provide a reliable location. We present here the analysis of these data using modern methodologies like waveform cross-correlation techniques and further relocation of the events using waveform based differential time. The results partially support the findings of the regional networks, as regards the gross characteristics of the aftershock sequence, but provide an enhanced description of it. The space time evolution of the aftershock sequence reveals the activation of more than one fault in the area and suggests the connection of the sequence with an unmapped fault.

Teaching Online

2011 ◽  
Vol 1 (4) ◽  
pp. 10-21
Author(s):  
Tor Söderström
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Online Education ◽  
Special Needs ◽  
Online Teaching ◽  
Complex Relationship ◽  
Crucial Point ◽  
Teaching Online ◽  
Training Courses ◽  
Education Courses

This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.

What to Expect When Teaching Online

2011 ◽  
pp. 48-65
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Technical Skills ◽  
Educational Environment ◽  
Hard Work ◽  
Teaching Online ◽  
Teachers And Students ◽  
Time Demands

This chapter sets out to discover how teachers view online teaching and what they experience when teaching online. It focuses on the stories that the 44 instructors shared with me during the interviews taken for this book. A brief perusal through the literature shows reports of increased time demands, more preparation and hard work, and a need for improved technical skills are just some of the issues that online education was reported to put upon teachers. Yet, as a result of this research, new issues were found, enhancing the knowledge on this subject of online teaching; for example, the extent of the adjustments made by teachers (discussed in greater detail in Chapter VII), the skill gap in technology among teachers and students (covered in Chapter V), and the tradeoffs faced by the teachers when moving to an online educational environment.

Comprehensive Faculty Development

2020 ◽  
pp. 25-36 ◽  
Author(s):  
Desiree' Caldwell ◽  
Mary Sortino ◽  
Jill Winnington ◽  
Tiffany J. Cresswell-Yeager
Keyword(s):  
Online Education ◽  
Faculty Development ◽  
Online Teaching ◽  
Development Program ◽  
Direct Result ◽  
Online Faculty ◽  
Faculty Development Program ◽  
Strategic Approach ◽  
Training And Support ◽  
The University

There is a significant need for faculty development and support as it relates to online teaching. Researchers assert that the success of online education may be a direct result of the training and support of the institution's faculty. Higher education institutions implement a variety of online faculty development practices; however, little is known about which practices are seen as the most effective and efficient. In this chapter, the authors propose a strategic approach to building a comprehensive faculty development program that supports and engages online faculty from initial hire and beyond. The purpose of this chapter is to provide new insights to support faculty. The authors identify evidence-based strategies to incorporate adjunct and full-time online faculty into the university community. In addition, the authors share their experiences developing a comprehensive faculty development plan.

Faculty Experience of Online Teaching

2013 ◽  
pp. 27-44
Author(s):  
Julia Khanova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Real Life ◽  
Future Research ◽  
Faculty Role ◽  
Research Attention ◽  
Teaching Online ◽  
Faculty Experience ◽  
Key Dimensions

Online education is growing rapidly and outpacing research efforts in this area. Online teaching in particular has received little research attention. Grounded in existing literature and empirical research, this chapter aims to describe the key dimensions of the faculty experience of preparing and teaching online courses. The differences between online and traditional teaching are highlighted, emphasizing time/effort cost, technology and support needs, as well as the relationship between online teaching technology and pedagogy. The shift in faculty role is discussed. Special attention is given to using various Web resources for online teaching and the impact of this trend on library services. Real-life examples and direct quotes from faculty who teach online are used to illustrate each of the themes and suggest directions for future research.

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