Adaptive Optimisation Algorithm for Online Teaching Behaviour

Author(s):  
Jin hua Zhu
2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Norman Rudhumbu ◽  
Wilson Parawira ◽  
Crispen Bhukuvhani ◽  
Jacob Nezandoyi ◽  
Cuthbert Majoni ◽  
...  

PurposeThis study aims to establish the online teaching behaviour of university lecturers as well as examine issues and challenges for online teaching in universities in Zimbabwe during the COVID-19 era and beyond.Design/methodology/approachThe study assumed a quantitative approach that employed a structured questionnaire for data collection. Structural equation modelling using AMOS version 22 and independent samples t-test were used for data analysis. Confirmatory factor analysis was used for data purification.FindingsThe results of the study showed that organisational factors, technological factors, pedagogical factors, student factors and the gender of lecturers have a significant influence on the behavioural intentions of lecturers to teach online. The results also showed that the behavioural intentions of lecturers to teach online has a significant influence on the actual online teaching behaviour of the lecturers. The results also showed that lecturers mostly used the WhatsApp platform for teaching. Issues and challenges affecting the online teaching behaviour of lecturers in universities in Zimbabwe were also identified.Research limitations/implicationsThe results of this study have implications for policy and practice with regard to online teaching and learning during periods of pandemics and beyond.Practical implicationsThe results showed that for effective teaching to be done in universities, universities should not continue focusing on single platforms such as blackboard, Moodle and others, but should allow for a multimedia approach that factors in platforms such as WhatsApp, Google Classroom and others. This will ensure that even universities with limited technology infrastructure will be able to have online teaching occurring.Social implicationsThe study demonstrated the influence of gender in online teaching by showing that there are gender differences in the way university lecturers conduct online teaching. This also has implication on teaching and policy as these results demonstrate a need for universities to come up with strategies and policies that ensure despite gender differences, university lecturers should be able to effective teach online.Originality/valueWhile the unified theory of acceptance and use of technology has been widely used in research, the current study represents the first opportunity that the theory has been used to establish the online teaching behaviour of university lecturers in the context of Zimbabwe.


2019 ◽  
Vol 5 (1) ◽  
pp. 52-60
Author(s):  
Robin Hailstorks ◽  
Karen E. Stamm ◽  
John C. Norcross ◽  
Rory A. Pfund ◽  
Peggy Christidis

2012 ◽  
Vol 16 (1) ◽  
Author(s):  
Paula Mae Bigatel ◽  
Lawrence C. Ragan ◽  
Shannon Kennan ◽  
Janet May ◽  
Brian F. Redmond

This exploratory study examined teaching behaviors, attitudes, and beliefs (referred to as tasks) that reflect potential competencies for online teaching success. In this study, teaching tasks are those tasks performed during course delivery. Based on faculty interviews and a review of relevant research, 64 teaching tasks were identified and included in 7-point Likert scale survey instrument. It was distributed to experienced online faculty and staff asking them to rate the level of importance of a list of teaching tasks and resulted in a sample of 197 responses. Of interest was the fact that over half of the teaching tasks had a rating of 6.0 on the 7-point scale and more than half of the tasks that were rated 6.0 or higher did not load into categories using factor analysis. Further examination of the results is required to determine why highly rated teaching tasks did not fall (load onto) into any factor. Results of the importance of the tasks will form the basis of faculty development efforts aimed at providing faculty with professional development in critical competencies to ensure online teaching success.


Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li

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.


2020 ◽  
Vol 58 (4) ◽  
pp. 151-180
Author(s):  
Hyeon-Ju Choi ◽  
Il-Soo Park ◽  
Yang-Hwan Sol ◽  
Moon-Sun Ha

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