scholarly journals Online Teacher and On-Site Facilitator Perceptions of Parental Engagement at a Supplemental Virtual High School

2019 ◽  
Vol 20 (2) ◽  
Author(s):  
Jered Borup ◽  
Chawanna B. Chambers ◽  
Rebecca Stimson
Keyword(s):  
Online Learning ◽  
Study Strategies ◽  
Parental Engagement ◽  
Student Attrition ◽  
Virtual High School ◽  
Attrition Rates ◽  
Online Student ◽  
Course Content ◽  
Online Teachers ◽  
Face To Face

Just as they have in face-to-face courses, parents will likely play an important role in lowering online student attrition rates, but more research is needed that identifies ways parents can engage in their students’ online learning. In this research we surveyed and interviewed 12 online teachers and 12 on-site facilitators regarding their experiences and perceptions of parental engagement. Guided by the Adolescent Community of Engagement framework, our analysis found that teachers and facilitators valued parents’ engagement when parents advised students on course enrollments, nurtured relationships and communication with and between students, monitored student progress, motivated students to engage in learning activities, organized and managed students’ learning time at home, and instructed students regarding study strategies and course content when able. Teachers and facilitators also identified obstacles that parents faced when attempting to engage in their children’s online learning as well as obstacles that teachers and facilitators encountered when they attempted to support parents.

scholarly journals Student attrition in mathematics e-learning

2005 ◽  
Vol 21 (3) ◽  
Author(s):  
Glenn Gordon Smith ◽  
David Ferguson
Keyword(s):  
Student Satisfaction ◽  
Quantitative Methods ◽  
Student Attrition ◽  
Drop Out ◽  
Comparison Study ◽  
Attrition Rates ◽  
Online Student ◽  
Face To Face ◽  
Drop Out Rate ◽  
E Learning

<span>Qualitative studies indicate that mathematics does not work well in e-learning. The current study used quantitative methods to investigate more objectively the extent of problems with mathematics in e-learning. The authors used student attrition as a simple measure of student satisfaction and course viability in two studies, one investigating attrition in e-learning and a second comparison study of attrition in face to face courses. In e-learning, attrition (drop out rate) was significantly higher for math courses versus non-math. For face to face courses, attrition rates for math versus non-math courses were nearly equal. The authors suggest reasons for high student attrition in math e-learning. Online student populations are different from their face to face peers. E-learning systems are poorly adapted to mathematics.</span>

Through the Eyes of Students and Faculty

2016 ◽  
pp. 557-584
Author(s):  
Maysaa Barakat ◽  
Debra N. Weiss-Randall
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Educational Leadership ◽  
Learning Environments ◽  
Social Exclusion ◽  
Research University ◽  
Attrition Rates ◽  
Face To Face

Online enrollments have been growing substantially faster than overall higher education enrollments. It is argued that online learning can help address issues of educational inequity, poverty, and social exclusion. The momentum is moving towards online learning, and universities are pressured to develop more online options for their students in order to stay relevant and provide needed flexibility. On average, courses that are delivered online have higher attrition rates than regular face-to-face courses. There are numerous challenges and difficulties in developing online learning environments without sacrificing the quality of learning. This case study examines the development, delivery, and evaluation of online learning through the eyes of students and faculty of an educational leadership department in a Southeast research university.

scholarly journals Student Perceptions of Online Teacher and On-site Facilitator Support in Supplemental Online Courses

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Jered Borup ◽  
Chawanna B. Chambers ◽  
Rebecca Stimson
Keyword(s):  
Student Perceptions ◽  
Online Courses ◽  
Attrition Rates ◽  
Course Content ◽  
Online Teachers ◽  
Brick And Mortar ◽  
Important Exception ◽  
Online Teacher ◽  
To Come ◽  
Site Facilitator

In an attempt to better support their students and reduce online course attrition rates, some brick-and-mortar schools provide their online students with an on-site facilitator who supports students face-to-face. However, little is known about how students perceive the support provided by their on-site facilitator and online teacher. For this report, we surveyed 70 students and conducted eight focus groups with 51 students to better understand the support that online teachers and on-site facilitators provided them. Our findings focused on the following support indicators: (1) advising students regarding course enrollments, (2) orienting students to online learning procedures and expectations, (3) facilitating interactions, (4) developing caring relationships, (5) motivating students to more fully engage in learning activities, (6) organizing and managing student learning, and (7) instructing students regarding the course content. The majority of support appeared to come from students’ on-site facilitators. An important exception was that the large majority of the content-related support came from the online teacher. While students were largely positive when describing the support from their on-site facilitators, students were split and more critical of the support (or the lack of support) from their online teacher.

Students' Perceptions of Teaching and Social Presence

2016 ◽  
pp. 1532-1550 ◽  
Author(s):  
James Bowers ◽  
Poonam Kumar
Keyword(s):  
Online Learning ◽  
Learning Environments ◽  
Social Presence ◽  
Online Courses ◽  
Student Attrition ◽  
Traditional Classrooms ◽  
Face To Face ◽  
The Face ◽  
Preliminary Study ◽  
Major Factors

Online learning has grown dramatically over the past few years and has become an integral part of most of the higher education institutions' overall strategy. While this explosive growth has created exciting opportunities for both institutions and students, high dropout rates in online learning environments continues to be a major concern for all institutions. Research has identified lack of social and teacher presence in online courses as major factors leading to student attrition. While it is easy to establish these presences in traditional classrooms, developing them in an online environment could be challenging due to absence of any face-to-face contact. The purpose of this preliminary study is to compare students' perceptions of social and teacher presences in online and traditional classroom. Thirty-four students enrolled in an online section and 29 students enrolled in a face-to-face section of an undergraduate course participated in the study. The results indicate that students' perceived stronger teacher and social presences in the online section compared to the face-to-face section. Implications of these results for practice and research are discussed.

Online Student Support: A Framework for Embedding Support Interventions into the Online Learning Cycle

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Online Learning ◽  
Process Model ◽  
Student Support ◽  
Student Attrition ◽  
Learning Cycle ◽  
Online Student ◽  
Support Strategies ◽  
University Experience ◽  
The University ◽  
Students Success

Support is one of the vital elements of online students’ success. Although many support strategies have been documented in the past, less is known at what stages of the learning cycle suggested interventions can be best embedded into the online learning curriculum. This paper aims to address this gap. First, it offers a systematic review of the empirical research on effective support interventions, as well as analyses recommendations for student support retrieved from the research on online student attrition and retention. Secondly, by utilizing an Inclusive Student Services Process Model, this paper indicates areas where considered strategies can be embedded into the online learning cycle. The analysis suggests that support strategies and services offered at different stages of students learning cycle and embrace all the aspects of the university experience, including administrative and pastoral, hold a great potential for ensuring online student success. Yet, there is a need for the development of the criteria of quality and effectiveness of existing support interventions.

What Teachers Should and Shouldn't Do During Online Teaching

2021 ◽  
pp. 166-186
Author(s):  
Ka Long Roy Chan
Keyword(s):  
Online Learning ◽  
Hong Kong ◽  
Survey Data ◽  
Online Teaching ◽  
Structured Interviews ◽  
Online Teachers ◽  
Face To Face ◽  
Mixed Feeling ◽  
Education In Hong Kong

COVID-19 has influenced teaching all across the globe. The massive use of online learning has created a problem with teachers because of the differences between face-to-face teaching and online teaching. In this chapter, a discussion on how traditional face-to-face teaching differs from online teaching will be shown. How education in Hong Kong is affected by COVID-19 is also summarized. Additionally, the result of a case study in a linguistics course in a university in Hong Kong will be shown to demonstrate the attitudes of students regarding online learning. The mixed-method case study, which consists of survey data of 100 students and semi-structured interviews of eight students, showed that students hold a general mixed feeling towards online learning because of its drawbacks, such as lack of interactions despite the convenience that online learning provides. This chapter ends with a list of suggestions for online teachers.

scholarly journals Teachers’ Perceptions of the Transition from Onsite to Online Teaching during the Covid-19 Pandemic

2021 ◽  
Vol 8 (4) ◽  
pp. 416-422
Author(s):  
Luu Nguyen Quoc Hung
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Teaching Quality ◽  
Educational Institutions ◽  
Educational Systems ◽  
Teachers Perceptions ◽  
Online Teachers ◽  
Face To Face ◽  
Traditional Classroom Teaching ◽  
Temporary Closure

Educational systems worldwide have been affected by government restrictions imposed in response to the Covid-19 pandemic, causing the temporary closure of many educational institutions. The new condition has forced teachers to make the transition from onsite to online teaching. The current study used a descriptive method to examine online teachers’ perceptions towards online teaching during the transition to online learning at a center for foreign languages in Vietnam. The results reveal that teachers have a relatively positive perception of online teaching, although many typical problems of online teaching do present themselves and the effectiveness of online teaching does not always compare favorably with traditional classroom teaching. Teachers’ suggestions are significant for improving online teaching quality. Online teaching is highly likely here to stay and will continue to improve. The transition from traditional face-to-face classrooms to online teaching can be successfully achieved and its quality can be ensured if challenges and ways of improving online learning continue to be closely examined.

scholarly journals ONLINE LEARNING EVALUATION OF PAI CLASS 5 STUDENTS MIN 1 LANGSA

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Rahma Siti
Keyword(s):  
Online Learning ◽  
Virus Disease ◽  
Secondary Data ◽  
Islamic Education ◽  
Research Approach ◽  
Online Teachers ◽  
Face To Face ◽  
Teachers And Students ◽  
Face To Face Learning ◽  
Internet Networks

ABSTRACT Education is the process of changing the attitude and behavior of a person or group for the better through teaching / guidance and training. In the process, the teacher plays an important role in the delivery of material so that it has an influence on the success of their students. The subject learning of PAI (Islamic education) at MIN 1 Langsa is currently less effective and efficient due to the Covid-19 pandemic (corona virus disease) which makes teachers and students unable to meet face to face directly. Students asked to learn from home using online media.Online learning is undirect face-to-face learning between teachers and students by accessing internet networks and using social media to interact or exchange information. This study aims to describe the online learning of Islamic Education lessons at MIN 1 Langsa. The research approach is descriptive qualitative using primary and secondary data sources. The data collection uses the method of observation, documentation and interviews. The analysis of data using reduction, display data and conclusion.The result of the research showed that online learning PAI lessons carried out at MIN 1 Langsa used the Whatsapp application. Students at home are accompanied by their parents in studying the material and exercises provided by their teachers through the Whatsapp application. Because learning is done online, teachers must be more thorough and focused in evaluating learning activities. Students also complained that they had difficulties with poor internet networks. Some of them also do not have cell phones based on Android and some are not proficient in using them, it is making the learning process ineffective.Keywords:            learning, online, students

scholarly journals Face to Face vs. Online Instruction: An Analysis

2021 ◽  
Vol 58 (2) ◽  
pp. 5948-5953
Author(s):  
Sujatha.U , Bhuvaneshwari Palanisamy
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Content Delivery ◽  
Electronic Media ◽  
Traditional Classroom ◽  
Classroom Teachers ◽  
Online Instructors ◽  
Course Content ◽  
Face To Face

The role of instructors in face to face and online instruction has few things in common but many things in contrast. Other than the strong foundation of knowledge, traditional classroom teachers have more responsibilities like adaptability, motivating and encouraging active participation, listening to students, enhance collaboration with other students, etc. Traditional classroom teachers create a new society and an active learning environment for the students inside the classroom whereas the role of online instructors is contravening and never-ending. In online instruction designing a course, content delivery, activities, assignments, and examination are done in the absence of students. The flexibility in online learning, though communication is done through electronic media to an extent, considerably reduces the interaction between the teachers and learners and makes either of them to work in isolation. This paper discusses the advantages, disadvantages, and other aspects of face to face and online learning

A Conceptual Study on Employer Perception towards Hiring Employee with Online Degree/Certification

2020 ◽  
Vol 16 (3) ◽  
pp. 1-14
Author(s):  
Naresh B. ◽  
Rajalakshmi M.
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Vital Role ◽  
Geographical Differences ◽  
Course Content ◽  
Face To Face ◽  
Conceptual Study ◽  
Major Factors ◽  
The Impact

Higher education is enduring a transition across the world. This transition leads to the introduction of technology into the education system and provides opportunities to pursue a degree through online participation. According to Bramble and Panda, globalization plays a vital role in recognizing the necessity of providing online learning opportunities in higher education. The stakeholders and education institutions are very much concerned about the massive potential of online learning models. In the span of a decade, the demand for online courses has increased due to change in technology, lifestyle, economics, concerns of employees to develop knowledge, new competency skills and thinning out the geographical differences, etc. The innovative archetype of the online education is significant in quality, course content, satisfaction, and the perception of the users from various levels when compared to traditional face-to-face classroom systems. As a result, online education is more effective and efficient than the model of face-to-face education. The main objective of this research is to analyse and measure the various factors that affect employer perception towards online education systems in their recruitment process and cycle. 549 articles have been examined in terms of integrated literature review system to measure the impact. The result indicates, awareness, readiness, credentials and reputation are the major factors that affect employer perception on hiring decision.

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