scholarly journals Faculty Perceptions of Online Teaching Effectiveness and Indicators of Quality

2017 ◽  
Vol 2017 ◽  
pp. 1-6 ◽  
Author(s):  
Christine Frazer ◽  
Debra Henline Sullivan ◽  
Deborah Weatherspoon ◽  
Leslie Hussey
Keyword(s):  
Online Education ◽  
Student Success ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Faculty Perceptions ◽  
Group Discussion ◽  
Online Environment ◽  
Semistructured Interview ◽  
Online Teachers ◽  
Effective Teaching Strategies

Online education programs in nursing are increasing rapidly. Faculty need to be competent in their role and possess the skills necessary to positively impact student outcomes. Existing research offers effective teaching strategies for online education; however, there may be some disconnect in the application of these strategies and faculty perceptions of associated outcomes. Focus groups were formed to uncover how nursing faculty in an online program define and describe teaching effectiveness and quality indicators in an asynchronous online environment. A semistructured interview format guided group discussion. Participants (n=11) included nurse educators from an online university with an average of 15 years of experience teaching in nursing academia and 6 years in an online environment. Teaching effectiveness, indicators of quality, and student success were three categories that emerged from the analysis of data. What materialized from the analysis was an overarching concept of a “dance” that occurs in the online environment. Effective online teachers facilitate, connect, lead, and work in synchrony with students to obtain indicators of quality such as student success, student improvement over time, and student application of knowledge to the professional role.

scholarly journals Faculty Training for Online Teaching: Roles, Competences, Contents

2019 ◽  
Vol 28 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Mansur F. Galikhanov ◽  
Gulnara F. Khasanova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Core Competencies ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Teaching Online ◽  
Online Teachers ◽  
Training Faculty

An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

Conclusions and Recommendations

2011 ◽  
pp. 268-293
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Educational Technology ◽  
Online Education ◽  
Online Teaching ◽  
School Administrators ◽  
Teaching Experience ◽  
Direct Application ◽  
Online Teachers ◽  
Online Curriculum ◽  
Positive Effect

This chapter concludes the discussion of the online teaching experience by making a few suggestions and offering advice presumably valuable to school administrators, online teachers, online curriculum and course developers as well as to educational technology professionals. It discusses ways to influence teachers to teach online—a direct application of the theory presented in the previous chapter. The intent of the chapter is to help these constituencies adjust to and be able to exert a positive effect on online education and online teaching in particular.

Implementation of Online Instructional Technology and Hands-On Skills Training

2014 ◽  
Vol 3 (2) ◽  
pp. 65-76
Author(s):  
Giang Nguyen Thi Huong
Keyword(s):  
Instructional Technology ◽  
Online Courses ◽  
Technical Skills ◽  
Skills Training ◽  
Online Environment ◽  
Training Environment ◽  
Online Teachers ◽  
Face To Face ◽  
Effective Teaching Strategies ◽  
Hands On

Online instructional technology supports an organization's capability in the online environment for training hands-on skills. This study uses the modeling theory by developing an online three-stage training environment of technical skills. This paper describes the implementation of the online environment for the course “making of a network cable”, and evaluates the effectiveness of the online method. A survey was used in comparing the online instruction with face-to-face teaching by using the following criteria: learning content's presentation; students' attitude; students' completion of the skills; the effectiveness of online learning; the organisational capability of online courses; the requirement of IT skills for online teachers. The results prove that effective teaching strategies can encourage the learners to practice technical skills in online courses.

scholarly journals A brief analysis of eLearning educational services in pandemic crisis

2021 ◽  
Vol 343 ◽  
pp. 11011
Author(s):  
Ioana Petre
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Resource Planning ◽  
Educational Institutions ◽  
Educational Services ◽  
Online Environment ◽  
Human Interactions ◽  
Educational Domain ◽  
Innovative Solutions

The paper presents an analysis of the online education, in the pandemic crisis. Technology provides innovative solutions in the human interactions and the education should benefit by these. The pandemic crisis we all are passing forced education actors to reconsider teaching and learning using online learning. ELearning has an increased importance in these moments, so, in this paper is made an analysis of the strengths and weaknesses of this type of education, as well as the opportunities and threats that may occur. Some challenges were identified that the crisis came with, in educational domain. The results highlighted that the strategy that should be adopted by the educational institutions must be based on an intensive use of the educational platforms in online environment. Some proposals has been made such as the need for quality improvement activities in online teaching or a resource planning for saving time and optimizing the organizational learning process.

scholarly journals THE COVID-19 PANDEMIC AND THE ONLINIFICATION OF TEACHING AND LEARNING

2021 ◽  
Vol LXIX (1) ◽  
pp. 93-109
Author(s):  
Adrian Năznean
Keyword(s):  
Online Education ◽  
Digital Technology ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Transformation ◽  
Course Delivery ◽  
Ethical Behaviour ◽  
Online Environment ◽  
Learning And Teaching ◽  
Virtual Setting

Online education is of various types and can be defined in numerous ways. Over the last few decades, online education has gained popularity, but has also been regarded with reluctance and scepticism as to the benefits it may have. The COVID- 19 pandemic was declared on the 11th of March 2020 and forced many countries to impose lockdowns and restrictions. As such, several activities were shut down, schools and universities were closed, thus, the need for rapid solutions arose. Since the online environment was there for the taking, physical classrooms were virtualised overnight, homes became learning and teaching spaces for students and educators, whereas the latter were faced with adapting content and transferring it in order to suit its delivery via online platforms. With little to no experience in online education, educators sought to find ways to continue their work bringing emergency modifications. Although digital transformation is not a new phenomenon, the transit from physical classrooms to online ones has been and still is a rough learning curve for many educators. Apart from optimising digital technology to apply to education, another difficult task of any online teacher is to keep students motivated and involved, which can be achieved in different ways. This article discusses methods of content and course delivery, the technology-induced problems that online teaching implies, assessment, ethical behaviour in a virtual setting, and the risk of cheating in online examinations, as well as ways of preventing cheating. Nevertheless, the abrupt onlinification of education may lie at the basis of future exploration and research.

scholarly journals Strategies to Increase Online Student Success for Students with Disabilities

2013 ◽  
Vol 17 (3) ◽  
Author(s):  
Kristen Betts ◽  
Alex Cohen ◽  
Daniel Veit ◽  
Henry C. Alphin ◽  
Chanel Broadus
Keyword(s):  
Online Education ◽  
Student Success ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Online Courses ◽  
Online Classroom ◽  
Online Programs ◽  
Online Student ◽  
Certificate Programs ◽  
Teaching Learning

Online education provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be a key component of online program development since this can have a profound affect on student engagement in and outside of the online classroom, academic performance, and completion rates. This article provides a unique perspective on accessibility in online education. One current online student and three alumni of online programs provide video self-introductions, an overview of their online experience., and strategies for increasing student success in online courses and programs for students with disabilities. Strategies are also shared for integrating accessibility as a critical component within faculty development to ensure accessibility goes beyond the Office of Disability Services and becomes an integral part of online teaching, learning, and assessment.

Tracing Successful Online Teaching in Higher Education: Voices of Exemplary Online Teachers

2013 ◽  
Vol 115 (3) ◽  
pp. 1-41
Author(s):  
Evrim Baran ◽  
Ana-Paula Correia ◽  
Ann D. Thompson
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Research University ◽  
Contextual Information ◽  
Research Process ◽  
Online Environment ◽  
Online Teachers ◽  
Learning And Teaching ◽  
Study Approach ◽  
Online Teacher

Background Although advances in distance learning have shown signs of a reconfiguration of the teacher's role in online environments, a large number of online teaching practices still do not show many signs of this shift. Given the need for a change in pedagogies, investigating how exemplary teachers transfer their thinking, pedagogical knowledge, and beliefs to successful online teaching is critical to understanding new online learning and teaching practices. The research on online teacher roles and practices, however, has been limited in terms of bringing teachers’ voices into the research process and empowering them as autonomous professionals who constantly engage in a dialogue about solving complex problems and making decisions about online teaching. Purpose and Research Questions The purpose of this research was to look at exemplary online teachers’ transition to online teaching with a focus on their successful practices. The research investigated two central questions: (1) What are the successful practices that exemplary online teachers employ in their online teaching? (2) How do exemplary online teachers make a transition to online teaching in such a way that they create successful practices? Research Design The study followed a qualitative multiple-case study approach examining six different cases of exemplary online teachers and their teaching contexts within a large research university in the Midwestern United States. Using multiple cases allowed for comparison of similar and contrasting online teaching situations and conditions within the university's different colleges. Participants, Data Collection, and Analysis The data sources of the study consisted of (1) semistructured interviews conducted with six online program coordinators to collect contextual information and gather nominations for successful online teachers in each college, and (2) ethnographic interviews conducted with 6 online teachers nominated as exemplary to gather teacher-expressed needs, knowledge, and successful practices. Within- and cross-case analyses were conducted to generate codes and identify the similarities and differences across the cases as well as common themes. Conclusions/Recommendations The findings of this study indicated that when teachers described their successful practices, they often linked them to their changing roles and new representation of their “selves” within an online environment. Their portrayal of the teacher self, both built on a plethora of previous experiences and reformed with the affordances and limitations of the online environment, went through a process whereby teachers were constantly challenged to make themselves heard, known, and felt by their students. This study showed that it was critical to listen to teachers’ voices and give them a participatory role in the creation and use of their knowledge and experience in order to form their online teacher personas. As a result, programs that prepare faculty to teach online may need to encourage teachers to reflect on their past experiences, assumptions, and beliefs toward learning and teaching and transform their perspectives by engaging in pedagogical inquiry and problem solving.

scholarly journals A CONSTRUCTIVIST APPROACH TO ONLINE TRAINING FOR ONLINE TEACHERS

2019 ◽  
Vol 5 (1) ◽  
Author(s):  
Sanford Gold
Keyword(s):  
Online Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching Experience ◽  
Specialized Training ◽  
Faculty Work ◽  
Online Data ◽  
Online Teachers ◽  
Pedagogical Training ◽  
Face To Face Instruction

This article examines the pedagogical role of the teacher in online education. Specifically, the transition from in-class room instruction to online instruction is a complex one involving specialized training in the technical aspects of delivering quality educational materials (or environments) to the students, and specialized training in how to foster knowledge acquisition within this new environment. The article focuses on the pedagogical training that an online instructor needs to become an effective teacher.The article investigates a two-week faculty development pedagogical training course aimed at preparing teachers to operate effectively within an online educational environment. In attempting to orient the teacher to the online environment, the course used a constructivist instructional methodology within an online context. Several types of collaborative exercises were employed such as virtual field trips, online evaluations, interactive essays, and group projects. The sample (N=44) represented veteran college teachers with little online teaching or studying experience. Tenured faculty (30%) and Instructors (25%) composed the majority of the class. The group had well over 13 years classroom teaching experience (53%), and over three-quarters are currently teaching in higher education institutions. Hypotheses were tested through online data collection and surveys to find out the effects of the pedagogical training on the participants. One important finding of the study concludes that teachers exposed to the course significantly changed their attitudes toward online instruction seeing it as more participatory, and interactive than face-to-face instruction. Another major finding is that after the course, teachers saw the online medium as more of an extension of their faculty work. That is, faculty were more willing to use the online medium as an extension of their duties.

scholarly journals Institutional Support for Online Teaching in Quality Assurance Frameworks

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Neuza Sofia Pedro ◽  
Swapna Kumar
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Student Success ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Critical Role ◽  
Institutional Support ◽  
Education Quality ◽  
Education Faculty ◽  
Online Student

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

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