scholarly journals Faculty readiness for online teaching at Imam Abdulrahman Bin Faisal University during the COVID-19 crisis: a cross-sectional study

F1000Research ◽  
2021 ◽  
Vol 10 ◽  
pp. 840
Author(s):  
Muneerah B. Almahasheer ◽  
Abdullah Al Rubaish ◽  
Abdullah Alkadi ◽  
Mahmoud A. Abdellatif ◽  
Vijaya Ravinayagam ◽  
...  
Keyword(s):  
Structural Equation ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Response ◽  
Online Communication ◽  
Educational Process ◽  
Faculty Members ◽  
Training Experience ◽  
Faculty Readiness ◽  
Teaching Faculty

Background: The outbreak of the COVID-19 pandemic has affected the education sector around the world. In order to control the spread of the virus, eLearning practice has been introduced in Saudi higher education. Such online communication has become an important tool to narrow the teaching practice gap. This study assessed the characteristics of eLearning and distance learning and the inclination of Imam Abdulrahman BinFaisal University (IAU) faculty members in terms of skills, and managing classes and tests using online learning tools. Methods: A QuestionPro questionnaire with 22 questions on eLearning experience, training experience, and skills and knowledge in the educational process of IAU teaching faculty was conducted through the online university e-mail domain. The questionnaire was sent to the IAU’s teaching faculty. The questionnaire’s reliability was studied using Cronbach’s a coefficient. The criterion value was statistically studied using the KMO (Kaiser-Meyer-Olkin) and Bartlett’s test. The variables associated with the present survey model were analysed using Structural Equation Modelling (SEM). Results: The study showed positive responses and readiness (skills and abilities) and the effectiveness of IAU’s faculty members to perform e-learning activities during COVID-19. IAU faculty received a strong positive response, and the respondents were also impressed with and agreed on trainer knowledge, session management, communication and expertise on training topics. Conclusions: The positive response indicates the readiness of IAU to provide the necessary support (tools, information and updates) required for a successful online educational process.

scholarly journals Technological University Faculty ICT Barriers during the Pandemic

2021 ◽  
Author(s):  
Г.Ф. Хасанова ◽  
Ф.Т. Шагеева ◽  
Н.В. Крайсман
Keyword(s):  
Online Communication ◽  
Teaching Experience ◽  
Educational Process ◽  
Faculty Members ◽  
Online Classes ◽  
Faculty Position ◽  
Online Tools ◽  
Online Format ◽  
Technological University ◽  
Scientific Degree

Во время пандемии коронавируса преподаватели столкнулись с необходимостью быстро перевести весь образовательный процесс в онлайн-формат. Университеты испытывали трудности с быстрой организацией и унификацией данного процесса для преподавательского состава. Готовность преподавателей к проведению онлайн-занятий существенно различалась, и в условиях самоизоляции они испытывали трудности в получении технической поддержки или консультаций относительно решения возникающих проблем. Данное исследование было нацелено на выявление ИКТ-барьеров, с которыми преподаватели столкнулись в ходе пандемии. Для решения этой задачи авторами был проведен опрос преподавателей Казанского национального исследовательского технологического университета на основе анкеты, включавшей утверждения относительно трудностей, с которыми преподаватели столкнулись в ходе онлайн-коммуникации с обучающимися с начала пандемии. Отношение к тридцати трем барьерам оценивалось на основе коэффициента углового преобразования Фишера с учетом должности, ученой степени преподавателей, стажа работы, возраста, пола и преподаваемых дисциплин. During the coronavirus pandemic, faculty members were faced with the need to suddenly transfer the entire educational process to an online format. Universities found it difficult to quickly organize and unify this process for their educators. The latter’s readiness to conduct online classes varied, and in conditions of self-isolation it was difficult for them to get technical support or consultations on how to solve emerging problems. The current study aims to identify the ICT barriers that educators faced after the outbreak of the pandemic and their preferences of the various online tools they used during this period. To achieve these objectives, the authors surveyed faculty members at the Kazan National Research Technological University. A questionnaire was developed including statements concerning difficulties faculty members had experienced in their online-communication with learners since the beginning of the pandemic. Attitudes towards thirty-three barriers were evaluated depending on respondents’ faculty position, scientific degree, teaching experience, age, gender, and group of taught disciplines.

scholarly journals From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!

2016 ◽  
Vol 8 ◽  
Author(s):  
Constance Harris ◽  
Larisa Olesova ◽  
Stephen Brown
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
Faculty Members ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Face To Face ◽  
Development Institute ◽  
Online Course Development ◽  
Online Format

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class. 

scholarly journals Impact of Work-From-Home HR Practices on the Performance of Online Teaching Faculty During COVID-19.

2021 ◽  
Vol 7 (2) ◽  
pp. 218-221
Author(s):  
Huda Irshaad ◽  
Khawaja Muhammad Umar ◽  
Mahmood Rehmani
Keyword(s):  
Performance Appraisal ◽  
Human Resource ◽  
Online Teaching ◽  
Career Planning ◽  
Faculty Members ◽  
Human Resource Practices ◽  
Training Performance ◽  
Work From Home ◽  
Teaching Faculty ◽  
And Performance

Based on reinforcement theory, this paper examines (a) effects of Work-from-Home Human Resource Practices on the performance of online teaching faculty of educational institutes (b) impact of demographic factors on Human Resource Practices and (c) relationships between Training, Performance Appraisal, Career planning, Employee participation, Job definition, Compensation and Selection, and performance of online teaching faculty. Results confirm our hypothesis showing a relationship between seven Human Resource practices and performance of online teaching faculty. Ultimately confirming the first hypothesis that Work-from-Home Human Resource Practices negatively affect the performance of online teaching faculty of educational institutes. The study conducted in Higher Education Institutes in Sialkot, Punjab, Pakistan. Data collected from 179 faculty members using convenience sampling during the lockdown. Research limitations and future implications include reduced reachability for data collection during lockdown and collecting data from more males respectively while researching all universities in Pakistan.

scholarly journals Online resources in teaching Russian as a foreign language: expectations vs reality

2020 ◽  
Vol 18 (1) ◽  
pp. 69-84
Author(s):  
Victoria V. Vyazovskaya ◽  
Tatiana A. Danilevskaya ◽  
Margarita E. Trubchaninova
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching Practice ◽  
Educational Process ◽  
Independent Learning ◽  
Online Resources ◽  
Free Access ◽  
Teaching Resources ◽  
Teaching Aids ◽  
Russian Universities

The paper discusses using online resources in modern teaching Russian as a foreign language (henceforth - RFL). A lot of resources for teaching and learning Russian are uploaded online daily. However, the format of their integration into educational process has not been analyzed yet. The acuteness of the present study stems from the necessity to define effective educational online resources for teaching RFL. The study draws upon the data of free-access online resources developed for A0-B1 level students in leading Russian universities. The aim of the study is to analyse online RFL resources, including educational software, applications and sites, their structure and their chances to be integrated into teaching process. The research has resulted in estimating educational and functional value of online teaching resources for students who study Russian in order to enter Russian universities. The paper presents conclusions concerning practical application of online resources in RFL teaching practice in blended education of foreign students in the higher educational establishments. The theoretical significance of the research lies in the fact that the analysis of fundamental scientific articles and electronic materials allows us to expand and deepen our knowledge about the place of e-teaching aids in the sphere of teaching foreign languages and RFL, as well as to justify the need to include electronic teaching materials in order to intensify the learning process. The results of the research can be implemented in blended forms of learning, distance learning, as well as in organizing students' independent learning in the university environment.

scholarly journals Faculty as reflective practitioners in emergency online teaching: an autoethnography

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Insung Jung ◽  
Sawa Omori ◽  
Walter P. Dawson ◽  
Tomiko Yamaguchi ◽  
Seunghun J. Lee
Keyword(s):  
Liberal Arts ◽  
Online Teaching ◽  
Liberal Arts College ◽  
Teaching Experience ◽  
Faculty Members ◽  
Face To Face ◽  
Reflection In Action ◽  
Reflective Practitioners ◽  
Teaching Faculty ◽  
Reflection On Action

AbstractThis study aimed to chronicle and understand the emergency online teaching experience of five faculty members in a liberal arts college located in Tokyo, Japan during the COVID-19 pandemic of 2020, adopting the autoethnographic method. It explored the nature and dimensions of problems the faculty members faced, resources used to make sense of problems encountered, and actions they took to solve the problems as reflective practitioners in emergency online teaching. It also examined differences between faculty members over time. Analysis of seven weeks of autobiographic reflective journals during a 10-week academic term revealed that the faculty members encountered a range of problems during the classes, especially student-related and technology-related issues. When encountering problems, faculty members utilized references such as their past experience in face-to-face classroom teaching. Faculty members with more online teaching experience were more adaptable and flexible in mobilizing other references to solve problems. Overall, all members worked as reflective learners and practitioners who continued to reflect on the problems they faced and find solutions. These findings suggest that engaging in reflection-in-action and reflection-on-action can be effective ways for faculty members to develop their competencies to solve problems in emergency online teaching situations when responding to unprecedented challenges and issues is continuously needed.

scholarly journals A unified perspective on the adoption of online teaching in higher education during the COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amit Mittal ◽  
Archana Mantri ◽  
Urvashi Tandon ◽  
Yogesh K. Dwivedi
Keyword(s):  
Structural Equation ◽  
Online Teaching ◽  
Online Survey ◽  
Faculty Members ◽  
Equation Modeling ◽  
Online Classes ◽  
Facilitative Leadership ◽  
Content Type ◽  
Use Of Technology ◽  
Before And After

Purpose The study aims to develop a theoretical model that highlights the determinants of the adoption of online teaching at the time of the outbreak of COVID-19. This study adopted a time-series analysis to understand the factors leading to the adoption of online teaching. Design/methodology/approach Empirical data were gathered from 222 university faculty members by using an online survey. In the first phase, data were collected from those faculty members who had no experience of conducting online classes but were supposed to adopt online teaching as a result of the COVID-19 pandemic and subsequent lockdown. After two weeks, a slightly modified questionnaire was forwarded to the same group of faculty members, who were conducting online classes to know their perception regarding the adoption and conduct of online teaching. Findings Both the proposed conceptual frameworks were investigated empirically through confirmatory factor analysis and structural equation modeling. Significant differences were found in the perceptions of faculty members regarding before and after conducting classes through online teaching. Originality/value This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This research further extends the unified theory of acceptance and use of technology by introducing and validating three new constructs, namely: facilitative leadership, regulatory support and project team capability. Based on the findings, practical insights are provided to universities to facilitate adoption, acceptance and use of online teaching during a health-care emergency leading to campus lockdowns or the imposition of restrictions on the physical movement of people.

scholarly journals Student Evaluation of Lecturers – What do Faculty Members Think about the Damage Caused by Teaching Surveys?

2019 ◽  
Vol 9 (3) ◽  
pp. 12
Author(s):  
Nitza Davidovich ◽  
Eyal Eckhaus
Keyword(s):  
Structural Equation ◽  
Teaching Practice ◽  
Student Evaluation ◽  
Faculty Members ◽  
Equation Modeling ◽  
Senior Faculty ◽  
Student Surveys ◽  
Teaching Evaluations ◽  
Academic Faculty ◽  
Research Findings

Many studies have been conducted on teaching evaluations and student surveys. The current study is unique for examining, by means of direct questions, the meaning of teaching surveys as perceived by academic faculty in Israel. Senior faculty members at academic institutions completed questionnaires, with a total of 182 questionnaires collected. We employed mixed research methods, beginning with qualitative analysis followed by Structural Equation Modeling (SEM), with the goal of developing a model that reflects faculty members’ beliefs on teaching surveys. The research findings show that the lecturers find that student evaluations are detrimental to their relationship with their students, and adversely affect their teaching practice and interpersonal interactions with their students. In view of the importance attributed to students' voices and their opinions of teaching, the question is how should these evaluations be addressed, Do teaching surveys constitute a reliable managerial tool and a foundation for improving teaching – or should other tools be developed to improve teaching practices, independent of students' opinions?

scholarly journals Internet pages for asynchronous online and face-to-face learning about solutions and dissolution

2021 ◽  
pp. 60-60
Author(s):  
Lidija Ralevic ◽  
Biljana Tomasevic ◽  
Dragica Trivic
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Research Study ◽  
Online Communication ◽  
Educational Process ◽  
Face To Face ◽  
Significant Difference ◽  
Asynchronous Online Learning ◽  
Post Test ◽  
Face To Face Learning

In the last decades online communication has become an important part of the realization of the educational process. In the conditions caused by the COVID-19 pandemic it has become particularly significant since in most cases it was necessary to switch to some forms of online teaching-learning. This paper presents the results of a research study conducted as a pedagogical experiment with parallel groups. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school environment (group A) and face-to-face learning realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution. The effects of the approaches applied were studied based on the student achievement in a post-test (immediately upon learning about the concepts of solutions and dissolution) and in a delayed post-test (a year after the acquisition of these concepts). The participants in this research study were 187 primary school students, who participated in the pedagogical experiment when they were in the seventh grade, while they were in the eighth grade when they did the delayed post-test. The results showed that there was not a statistically significant difference between the overall achievements of the students who learnt about the concepts of solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.

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