scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

scholarly journals Transformation of Higher Education into New Normal

2021 ◽  
Vol 11 (3) ◽  
pp. 125
Author(s):  
Osman Ferda Beytekin
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Teaching Style ◽  
Faculty Members ◽  
Experience Teaching ◽  
The Future ◽  
University Support ◽  
First Time

The purpose of this qualitative study was to get a better understanding of faculty members&#39; views on the future of higher education by their first-time online teaching experiences during the Fall 2021 academic semester, which was impacted by the COVID-19 pandemic. Due to the outbreak&#39;s rapid and widespread dissemination, it created a unique phenomenon that had a significant impact on faculty members who had no prior experience teaching courses entirely online. In order to conduct this qualitative research, purposive sampling was used to choose ten faculty members from a variety of disciplines who had at least ten years of experience teaching in a traditional classroom setting at a public university in Izmir, Turkey. Faculty members were asked about the future of higher education in the aftermath of the COVID-19 pandemic. Apart from that, each faculty member was asked to discuss how the mandatory shift to online education altered their teaching style and how institutional help impacted their experiences throughout the pandemic. As a consequence of their observations and statements of their perspectives on events they witnessed and personally experienced, the key issue of &quot;transformation of higher education with hybrid perspective&quot; developed as a central theme. The data analysis revealed the following subthemes: &quot;educators on the internet,&quot; &quot;sustain and evolve,&quot; and &quot;university support&quot;. These findings may be applied in a variety of contexts, including educational leadership and the design of hybrid and online courses, among other applications in higher education.

scholarly journals Navigating Distance and Traditional Higher Education: Online faculty experiences

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Alice G. Yick ◽  
Pam Patrick ◽  
Amanda Costin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Academic Culture ◽  
Policy Decision ◽  
Discussion Board ◽  
Faculty Members ◽  
Online Faculty ◽  
Faculty Experiences

<P>The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members&rsquo; experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.</P> <P><B>Key words:</B> distance education, online education, online faculty experiences, academia, tenure</P>

scholarly journals FACULTY SELF-STUDY RESEARCH PROJECT: EXAMINING THE ONLINE WORKLOAD

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Melody M. Thompson
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Faculty Members ◽  
Time On Task ◽  
Online Environment ◽  
Faculty Workload ◽  
Face To Face ◽  
Self Study ◽  
Penn State ◽  
Productive Time

Concerns about faculty workload in the online environment are a reported deterrent to participation in online teaching. To date, such concerns have been based primarily on anecdotal evidence rather than empirical research. This paper describes a project in which six faculty members teaching courses through the Penn State World Campus conducted studies of the comparative workload in the online environment. Results of the studies indicated that faculty workload for teaching these online courses, as measured by time on task, was comparable to or somewhat less than that for face-to-face courses. However, a differential “chunking” of productive time contributed in some cases to a perception of increased workload. The success of the project suggests it is a replicable model for investigating various elements of the faculty experience in the online environment.

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector&#39;s capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students&#39; knowledge and skills, and it may be used as an instructional tool in medical school.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals Online Instruction Based on Task-based Language Teaching

2021 ◽  
Vol 5 (3) ◽  
pp. p30
Author(s):  
Liu Zhixuan
Keyword(s):  
Online Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Language Teaching ◽  
Innovative Teaching ◽  
English Class ◽  
Teachers And Students

The outbreak of the COVID-19 caused many Chinese universities to initiate online teaching. This paper aimed to develop Task-based Language Teaching (TBLT) practices in online courses to enable teachers and students in China to employ TBLT appropriately and effectively. This research made a case study which was conducted as an online English class with a total of 28 undergraduate students at a university in Guangdong, China. The findings show that the transition from the traditional classroom to online education was successful. This innovative teaching mode promotes students to become the initiator of learning. Besides, the switched roles between students and teachers, advantages as well as problems of this approach have been pointed out. This case study could provide pedagogical implicatures for online English teaching and learning practically and theoretically, which helps to develop new forms that could assist teachers and students to adopt TBLT in class.

Moving Your College Toward Online Programs Including a Quality Matters Implementation Plan

2018 ◽  
pp. 1930-1938
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college's example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college's transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

Organizational Change and Online Education at HBCUs

2018 ◽  
pp. 243-263
Author(s):  
Sheila Witherspoon ◽  
Leonis S. Wright
Keyword(s):  
Organizational Change ◽  
Online Education ◽  
Online Teaching ◽  
Academic Programs ◽  
Faculty Members ◽  
Teaching Evaluations ◽  
Research Scholarship ◽  
The Face ◽  
Rank And Tenure ◽  
Live Instruction

This chapter examines how mentoring pre-tenured and tenured faculty during organizational change of implementing fully online academic programs impacts resistant and/or supportive faculty. By using a case of an experience of some faculty at HBCUs, the authors examine how mentorship is necessary to engender a supportive and successful transition in the face of faculty members' resistance to including online education. Influence on faculty becoming adept experts of online teaching and education, prioritizing online teaching and its impact on how they approach live instruction, and anticipating how a designated mentor(s) affects teaching evaluations and research scholarship necessary to achieve rank and tenure promotion will be delineated.

Moving Your College toward Online Programs Including a Quality Matters Implementation Plan

2014 ◽  
pp. 308-319
Author(s):  
Deborah A. Allen
Keyword(s):  
Online Education ◽  
Online Courses ◽  
Faculty Members ◽  
Faculty Work ◽  
Implementation Plan ◽  
Online Programs ◽  
Quality Matters ◽  
Face To Face ◽  
Faculty Knowledge ◽  
Daunting Task

Moving faculty in a direction toward having online programs/courses at their college can be a daunting task, but another college’s example may assist in preparing for online programs with quality online courses that include a Quality Matters Implementation Plan that will help define how the college will expand faculty knowledge of online education instructional design. In a college’s transition to online education, it is particularly important to “sell” this idea to faculty members. Faculty members at many institutions may be fearful that they will not meet QM standards when going through a course review. Further, faculty members may be fearful of losing the “boundaries” that they currently have teaching in a face-to face setting. Other concerns revolve around budget constraints, preparing the college for online education, keeping consistency in faculty work duties, training faculty, faculty staying current with technology, keeping the same rigor in the online course as a face-to-face course, including an appropriate level of contact with students, and accreditation needs in order to have online education offered at the college. Management and organizational needs include having an administration team that supports faculty in making the change from a face-to-face class to an online class.

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.

Sign in / Sign up

Export Citation Format

Share Document