scholarly journals Measuring Instructor Self-Efficacy when Migrating Face-to-Face Courses Online

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yanyue Yuan ◽  
◽  
Jace Hargis ◽  
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Learning Opportunities ◽  
Unexpected Events ◽  
Teaching Online ◽  
Face To Face ◽  
Online Tools ◽  
Instructional Needs ◽  
Initial Perception

This study measures instructors’ online teaching self-efficacy with an aim to capture their immediate and initial perception of migrating their teaching online and identify potential instructional needs and support. The authors sent a survey to all instructors in our institution four days prior to the first day of classes in spring 2020 and received 73 responses (60% response rate). The number of years of experience with online tools was low (88%). Instructors reported high confidence in their ability to teach online (82%); realization of the effort to create quality online experiences (90%); belief that teaching online would be different (90%); recognition of having to modify their assessment (77%); ability of adjusting teaching efficiently with unexpected events (82%); knowledge of where to seek teaching and technology guidance (86% & 89%); and confidence in developing a similar rapport with students (71%). Respondents were split in their beliefs about offering similar active learning opportunities. This study supplements research on instructors’ perception of online teaching as a well-planned and intentional event, offering implications over the immediate and long-term support to be offered to instructors regarding migrating courses online both in times of crisis and when such opportunities arise.

scholarly journals Analyzing Japanese University English Teachers’ Self-Efficacy to Teach Online

2021 ◽  
Vol 2020 (1) ◽  
pp. 81
Author(s):  
Nancy Shzh-chen Lee ◽  
Chie Ogawa
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Linear Regression Analysis ◽  
English Teachers ◽  
Multiple Linear Regression Analysis ◽  
Teaching Online ◽  
Face To Face ◽  
Relative Contribution ◽  
Integration Of Technology ◽  
Time Usage

The 2020 Covid-19 pandemic changed the delivery of many classes from face-to-face to online. This study was an attempt to investigate online English teaching self-efficacy by surveying 138 university English teachers in Japan during the pandemic. A survey with 30 Likert-scale items was developed to examine four latent constructs of online teaching self-efficacy: pedagogy, technology, communicative language teaching (CLT), and self-management. In addition, how these constructs correlated with each other as well as the relative contribution of the participants’ background variables and questionnaire subscales to overall self-efficacy were examined. Results showed that teachers were highly self-efficacious about teaching online especially with the integration of technology but were not self-efficacious to manage themselves online especially with time usage. In addition, multiple linear regression analysis showed that the four constructs predicted the participants’ overall self-efficacy, but their background variables did not impact their overall self-efficacy to teach online. 2020年Covid-19パンデミックで多くの授業が対面からオンラインに切り替わった。本研究では、日本の138名の大学英語教員へのアンケート調査によるオンライン授業に対する自己効力感を調査した。30項目のリッカート尺度を用いた質問項目では、自己効力感の四つの潜在的構成要素（教授法、テクノロジー、コミュニカティブ・ランゲージティーチング、自己管理）を調べた。加えて、これらの構成要素間の相関関係を調べ、さらに潜在構成要素と教員層データがオンライン授業全体に対する自己効力感にどの程度影響するのか分析を行った。結果、英語教員はオンライン授業に対しての自己効力感が高いことが明らかになった。教員がテクノロジーに対して高い自己効力感を持ったものの、自己管理、特に時間の利用に対しては自己効力感が低かった。また回帰分析では、四つの構成要素は英語教員の全体的な自己効力感を説明するが、教員層データは影響を及ぼさないことがわかった。

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

scholarly journals Effective online professional development: Teacher perceptions, practices, and preferences

2020 ◽  
Author(s):  
Trisha Poole ◽  
Angela Fitzgerald ◽  
Chris Dann
Keyword(s):  
Professional Development ◽  
Teacher Perceptions ◽  
Future Development ◽  
Self Efficacy ◽  
Online Professional Development ◽  
Teaching Online ◽  
Face To Face ◽  
Effective Professional Development ◽  
The Future ◽  
Human Connection

Abstract Never before has the importance of effective online professional development been more prominent than it has during the COVID-19 times with the significant transition to working and teaching online. Effective professional development (PD) is critical in supporting in-service teachers to continue developing professionally, expanding their knowledge, skills, and abilities, and enhancing self-efficacy. The elements of effective face-to-face PD have been researched extensively, but those for online PD remain elusive. This paper reports on the perspectives of in-service teachers who were surveyed on their preferences, practices, and perceptions of effective online PD. The elements of effective online PD were identified: flexibility, human connection, content, savings, and technology. These elements are presented in the context of teachers’ behaviours and preferences, which allows a deeper understanding of how to design and develop effective online PD. These findings support the future development of a framework for effective online PD for in-service teachers.

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

scholarly journals Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

2021 ◽  
Vol 9 (2) ◽  
pp. 183-200
Author(s):  
Erika K. Smith ◽  
Ece Kaya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Education Sector ◽  
University Teaching ◽  
Learning Space ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Online Mode ◽  
Near Future

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

Online Learning

2013 ◽  
pp. 460-474
Author(s):  
Thomas G. Reio ◽  
Cyntianna C. Ledesma Ortega
Keyword(s):  
Online Education ◽  
Personal Growth ◽  
Online Teaching ◽  
Online Course ◽  
Optimal Learning ◽  
Face To Face ◽  
Professional Needs ◽  
Course Offerings ◽  
Short And Long Term

Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.

scholarly journals The Change of Medical Education Landscape in the Midst of COVID-19 Pandemic

2021 ◽  
Vol 13 (3) ◽  
pp. 97-101
Author(s):  
Fahisham Taib ◽  
Mohd Najib Mat Pa
Keyword(s):  
Medical Education ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Clinical Teaching ◽  
Medical Schools ◽  
Teaching Methodology ◽  
Medical Teaching ◽  
Face To Face ◽  
New Learning

The COVID-19 outbreak started late 2019 has systematically changed the lives of people around the globe. Medical schools have to implement changes in the teaching methodology to observe social distancing order. The pandemic perpetuates a paradigm shift in medical teaching, from face-to-face to virtual and online teaching. Virtual teaching has become the new learning norm but limited in replacing clinical teaching. It has been considered as one of the most viable options for the long-term durability and continuity of medical education. The fluidity of such educational changes, especially during the pandemic warrants preparation of the online infrastructure learning, literacy of the learners and preparation by the teachers during this period.

Sign in / Sign up

Export Citation Format

Share Document