scholarly journals Pivoting Services: Resilience in the Face of Disruptions in Nonprofit Organizations Caused by COVID-19

2021 ◽  
Vol 7 (3) ◽  
pp. 443-460
Author(s):  
Kara Newby ◽  
Brittany Branyon
Keyword(s):  
Nonprofit Organizations ◽  
Nonprofit Sector ◽  
Financial Impact ◽  
Financial Strain ◽  
Online Environment ◽  
Loss Of Face ◽  
Southeast United States ◽  
Face To Face ◽  
The Face ◽  
Resilience Framework

The COVID-19 pandemic is an unprecedented global event that has sent shockwaves through every aspect of the economy. The nonprofit sector has been dealt a double hit—relying on donations in a time of economic hardship while being on the frontlines of the response to increased need. Previous studies have shown that COVID-19 has impacted nonprofits in numerous ways; however, the majority of studies have focused on the financial impact. Using a resilience framework, this study adds to the literature by analyzing how nonprofits have dealt with the loss of services, what it has looked like to pivot and adapt to this new environment, and what impact the loss of volunteers has had on organizations. In this qualitative study of 12 nonprofits in the Southeast United States, we find that while the organizations do talk about financial strain, equally as stressful has been the loss of face-to-face services. Nonprofits are used to being on the frontlines of most emergencies, and in this pandemic, many have struggled to keep their workers safe by following health guidelines while also serving their clients. The inability to meet with clients and the stress of pivoting to an online environment is as great or greater of a burden as the financial impact.

Factors Contributing to the Effectiveness of Online Students and Instructors

2018 ◽  
pp. 1451-1462
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Student and Instructor Characteristics

2011 ◽  
pp. 2911-2916
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Effective Means ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Programs ◽  
Face To Face ◽  
Technological Advances ◽  
The Face ◽  
Instructor Characteristics

As technological advances become mainstream in higher education, many universities have begun delving into online learning as an effective means of course delivery. Transitioning from the Industrial Age to the Digital Age of learning has forced some evaluators to rethink standards of success and the idea of productivity and learning (Leonard, 1999). Understanding the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This article will also assist students and instructors in understanding the differences that may be experienced in the online environment vs. the face-to-face environment and provide the opportunity to consider whether online learning or teaching is a “good fit” for them. Understanding why students or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1216-1219
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructor presence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructor presence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment. Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presence as they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Reflections on Teaching Speaking for EFL Students in an Online Environment

2021 ◽  
Vol 27 (2) ◽  
pp. 160-164
Author(s):  
Alina Gabriela Negoescu ◽  
Simona Boştină-Bratu ◽  
Lucia Larissa Morar
Keyword(s):  
Online Teaching ◽  
Foreign Languages ◽  
Online Environment ◽  
Health Crisis ◽  
Online Platform ◽  
Face To Face ◽  
The Face ◽  
Efl Students ◽  
Major Shift ◽  
The Way

Abstract The health crisis due to the pandemic has greatly changed many aspects of our lives including the way we teach foreign languages. Online teaching has prevailed over the face-to-face one, and educators and learners alike had to adjust to this major shift. This article is meant to provide some of our findings based on our experience while teaching speaking on Moodle online platform. The first part discusses the benefits and the drawbacks of the online environment, then it presents some of the most important aspects of speaking, and in the end, it focuses on the challenges of online teaching while trying to enhance students’ speaking skills. Speaking is one of the most desirable skills because it enables students to communicate effectively, and teaching this ability online has been challenging but also rewarding.

Instructor Presence in Online Distance Classes

2010 ◽  
pp. 1422-1427
Author(s):  
Janet Lear
Keyword(s):  
Student Learning ◽  
Instant Messaging ◽  
Online Environment ◽  
Face To Face ◽  
Instructor Presence ◽  
New Knowledge ◽  
The Face ◽  
Online Distance ◽  
A Site ◽  
E Mail

Instructor presence are words that call to mind a professor at the front of a classroom lecturing to a room full of students. Today the image associated with instructorpresence is quite different. The vision is one of an individual engaged with the student, leading, and mentoring students, and facilitating classes either visibly in the classroom or invisibly in the online environment. Instructorpresence is a broad phrase that refers to the instructor’s jobs of structuring and presenting the materials as well as providing feedback and engaging with the student academically through e-mail, by telephone, or by instant messaging either text or video. The roles are different but the outcome is the same, student learning. Gone are the days where the instructor was the center of the class, lecturing and passing along knowledge to students. Because today’s learner is actively involved in the building of new knowledge, learning is more student-focused. As the environment changes, the instructor assumes a variety of roles from designer to facilitator to mentor. The new roles are the same for both instructors in the face-to-face classroom and instructors in the online environment.Instructors for classes in the online environment cannot just compile a site for the class with materials available to the students. Instructors need to have an online presenceas they facilitate the class mentoring students, providing activities, encouraging students, and communicating with student on a regular basis.

scholarly journals Online Delivery of Introductory Economics Content in the United States

Economics ◽  
2015 ◽  
pp. 1-19
Author(s):  
Thomas Scheiding
Keyword(s):  
Student Learning ◽  
The United States ◽  
Online Environment ◽  
Online Classroom ◽  
Face To Face ◽  
The Face ◽  
Technology And Assessment ◽  
Economics Courses ◽  
Introductory Economics ◽  
Enhance Student Learning

Introductory economics courses for undergraduates have increasingly been delivered online. This chapter documents not only the number of economics courses taught online and the types of institutions where they are offered, but it also highlights how the online environment changes how students learn and faculty members teach. As for how students perform in an online classroom and whether learning online is superior or inferior to learning face-to-face, the evidence is mixed. The overall finding with regard to student learning, however, is that there is no statistically significant difference in student learning in either the face-to-face or online environment. Finally, certain kinds of technology can enhance student learning in an online environment such as video lectures, blogs, and frequent homework assignments that guide students. This chapter concludes with a discussion of instructional design and how to make informed technology and assessment choices in the economics classroom that enhance student learning.

Pedagogical Mediator as the Strategic Competence at University Professors Building in Constructionist Online Environment

2010 ◽  
pp. 140-149
Author(s):  
Flávia Amaral Rezende
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Online Courses ◽  
Online Environment ◽  
Ministry Of Education ◽  
University Professors ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
The University

The rapid dissemination and integration of the World Wide Web (also known as Internet), and its related technologies, has resulted in major growth of the educational field through the Internet in such areas as e-learning and e-training. In August 2002, the Ministry of Education established the rules for distance education courses at the university level (Portaria nº 2.253) allowing up 20% of the total course hours to be administered through distance education. At the same time, the Comitê de Educação a Distância from the Distance Education Secretary – SEED/MEC published the Distance Education Quality Indicators, which presents pedagogical guidelines that are clearly constructionist, consistent with those adopted by the Brazilian informatics in education program developed during the 1980’s and 90’s. However an important question remains: how to prepare university professors to be able to function in highly interactive constructionist learning environments? How to develop competencies as planning, designing and implementing such constructionist courses? This research has simultaneously investigated two aspects: developing, implementing and evaluating the characteristics of a constructionist environment and, at the same time,the use of this environment as part of an introductory on-line course to prepare a group of professors from Universidade Cidade de São Paulo (Brazil) to be able to function as mediators in the constructionist online learning environment. The findings indicate that it is possible to create a constructionist learning environment and to prepare university professors through online courses based upon Inverted Symmetry concepts and upon the in-service course based on the estar-junto-virtual (“virtual being together”) approach, to build what we called In-vIsIble reflectIve network, thus allowing the professors to assume news roles not only in the online environment but in the face-to-face education situation as well. This course is the first step for continuous long life learning to be a “ciber teacher”.

Factors Contributing to the Effectiveness of Online Students and Instructors

2019 ◽  
pp. 38-51
Author(s):  
Michelle Kilburn ◽  
Martha Henckell ◽  
David Starrett
Keyword(s):  
Online Learning ◽  
Learning Experience ◽  
Teaching Experience ◽  
Online Environment ◽  
Online Students ◽  
Online Programs ◽  
Face To Face ◽  
The Face

Identifying the positive attributes of students and instructors in the online environment will contribute to the understanding of how we can enhance the learning experience for the student and the teaching experience for the instructor. This chapter will assist students and instructors in understanding the differences that may be experienced in the online environment versus the face-to-face environment and provide the opportunity to consider whether online learning and/or teaching is a “good fit” for them. Understanding why students and/or instructors might choose the online environment will also assist administrators in developing successful, quality online programs that enrich the experiences for both students and instructors.

Online Delivery of Introductory Economics Content in the United States

2015 ◽  
pp. 143-161
Author(s):  
Thomas Scheiding
Keyword(s):  
Student Learning ◽  
The United States ◽  
Online Environment ◽  
Online Classroom ◽  
Face To Face ◽  
The Face ◽  
Technology And Assessment ◽  
Economics Courses ◽  
Introductory Economics ◽  
Enhance Student Learning

Introductory economics courses for undergraduates have increasingly been delivered online. This chapter documents not only the number of economics courses taught online and the types of institutions where they are offered, but it also highlights how the online environment changes how students learn and faculty members teach. As for how students perform in an online classroom and whether learning online is superior or inferior to learning face-to-face, the evidence is mixed. The overall finding with regard to student learning, however, is that there is no statistically significant difference in student learning in either the face-to-face or online environment. Finally, certain kinds of technology can enhance student learning in an online environment such as video lectures, blogs, and frequent homework assignments that guide students. This chapter concludes with a discussion of instructional design and how to make informed technology and assessment choices in the economics classroom that enhance student learning.

21st Century Leadership in the Nonprofit Sector

2012 ◽  
pp. 363-372
Author(s):  
Sharon G. Juozapavicius
Keyword(s):  
Nonprofit Organizations ◽  
21St Century ◽  
Nonprofit Sector ◽  
Education Technology ◽  
Non Profit ◽  
21St Century Education ◽  
Face To Face ◽  
Know How ◽  
The Past ◽  
21St Century Leadership

The past decade has birthed not only remarkable advances in technology, but also an evolution of thought concerning nonprofit organizations. This ontogeny has brought the nonprofit sector face-to-face with a new reality. A certainty confronting head-on the old mores that have dictated the sensibilities by which a nonprofit’s manner and method were framed. Success, in the 21st century marketplace, now requires a non-profit to be both technically astute and business savvy. It must not only equal or outperform its sister agencies, but also meet challenges posed by the worlds of commerce and government. Its leadership in turn must be equipped to handle these challenges and oversee profitable processes and procedures. This chapter will consider four key requisites for nonprofit leaders in the 21st century: education, technology, know-how, and environment. It will examine the role each plays in a leadership portfolio, along with the difficulties and rewards inherent in their determination and utilization.

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