MOTIVATION FOR SELF-STUDY OF STUDENTS DURING ONLINE TEACHING AT THE FACULTY OF SECURITY ENGINEERING IN SELECTED SUBJECTS OF THE SUMMER SEMESTER

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.

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Engaging Mathematically in Synchronous Platforms

Handbook of Research on Online Pedagogical Models for Mathematics Teacher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-7998-1476-4.ch008 ◽

2020 ◽

pp. 119-140

Author(s):

Eileen Fernández ◽

Eliza Leszczyński

Keyword(s):

Teacher Education ◽

Online Teaching ◽

Teacher Educators ◽

Online Courses ◽

Mathematics Teacher Education ◽

Learning Management Systems ◽

Online Interactions ◽

Online Platforms ◽

Education Community ◽

Self Study

In a qualitative self-study, two teacher educators introduce the notion of engaging mathematically to study synchronous interactions in two of their online courses for K-8 teachers. By studying the interactions between themselves and their teachers, the teacher educators are able to describe novel opportunities, negotiations, struggles, and insights involved in engaging mathematically in online platforms. Their mathematical and pedagogical illustrations convey new possibilities for synchronous online interactions during mathematics lessons. These descriptions address a gap in the research on online teaching about how mathematics can be negotiated within these platforms, as well as concerns about the meaningfulness of interactions in online settings. Implications to teacher education practitioners and researchers, and developers of learning management systems suggest the importance of the teacher education community taking a lead role in ensuring that online teaching has a purposeful part to play in the field of mathematics teacher education.

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Reflecting on Self-Reflection

Handbook of Research on the Global Empowerment of Educators and Student Learning Through Action Research - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-6922-1.ch014 ◽

2021 ◽

pp. 316-342

Author(s):

Andreea Roxana Bell ◽

Diana Elena Banu ◽

Constanța Bordea ◽

Elena Corina Bularca ◽

Elena Diana Lazăr ◽

...

Keyword(s):

Reflective Practice ◽

Online Teaching ◽

State School ◽

Online Teachers ◽

Self Reflection ◽

Face To Face ◽

The Social ◽

Self Study ◽

Reflection In Action ◽

First Time

This chapter discusses the challenges of online teaching faced by six English teachers in a state school in Romania in the context of the COVID-19 pandemic. As first-time action researchers, these teachers self-reflected on their challenges to make sense of their experiences as they transitioned from face-to-face to online teaching in a collaborative research self-study. Reflective practice is the conceptual framework within which the complexities and tensions of online teaching will be explored, as well as the process by which the authors have responded to the social and technological changes caused by the pandemic. Excerpts from the authors' voices highlight their personal views and experiences as online teachers. It is hoped that not only will this self-study reflection-in-action research provide some useful lessons regarding online teaching, but it will also showcase the benefits of collaboration and reflective practice and the action it led to.

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Shaping the Next Normal – Explorative Expert Survey Among Teachers

EDEN Conference Proceedings ◽

10.38069/edenconf-2020-rw-0019 ◽

2020 ◽

pp. 169-177

Author(s):

Ulf-Daniel Ehlers ◽

Patricia Bonaudo

Keyword(s):

Online Teaching ◽

State University ◽

Quality Of Teaching ◽

Self Study ◽

The Future ◽

Challenges And Opportunities ◽

Self Learning

The Covid 19 pandemic has fundamentally changed the importance of digital HEI teaching. The digitisation of a course of study poses many challenges for teachers. This paper presents the results of a survey of lecturers at the DHBW (Baden-Wuerttemberg Cooperative State University). Challenges and opportunities were examined in order to derive recommendations for good digital teaching for the future. This paper is based on three pillars: (a) recommendations for good online teaching, (b) a list of the institutional support requirements, and (c) a foresight on the future of digital teaching. In summary, it can be seen that teaching concepts have changed fundamentally as a result of the Covid-19 pandemic. While some courses have been converted to online frontal teaching, other formats promote the self-learning process of students by emphasising self-study, with teachers moving away from the classic role of knowledge mediators and increasingly acting as coaches. This can be seen as an effort to make the best possible use of the new conditions created by the pandemic in order to move higher education teaching from pure knowledge transfer to competence transfer. The aim of the present analysis is to promote the digitization of courses in the long term and to make lasting improvements. The results should help teachers to design their courses efficiently and in a way that is appropriate for the target group and to improve the quality of teaching in the long term.

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Creating Access, Opportunity, and Ownership Through Cross-Cultural Meaning-Making in Academically Diverse Online Courses

Handbook of Research on Cross-Cultural Online Learning in Higher Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-8286-1.ch003 ◽

2019 ◽

pp. 42-65 ◽

Cited By ~ 1

Author(s):

Christi U. Edge ◽

Abby Cameron-Standerford ◽

Bethney Bergh

Keyword(s):

Teaching Practices ◽

Online Teaching ◽

Teacher Educators ◽

Literacy Practices ◽

Online Courses ◽

Meaning Making ◽

Multimodal Literacy ◽

Multimodal Texts ◽

Self Study ◽

Relationship Of

As a group of three teacher educators representing reading, special education, and educational leadership, the authors conducted a self-study of their online teaching practices with the guiding question of “How can we use multimodal literacies to re-see our practices and to empower others to construct and to communicate meaning?” The purpose was to explore the pedagogic potentials of multimodal literacy by acting upon recent findings from their longitudinal, collaborative self-study into how they use and learn through visual literacy. They sought to extend their line of inquiry and to more inclusively empower learners to negotiate and to make meaning through multimodal literacy practices. Findings document how using protocols to critically “read,” discuss, and collaboratively make meaning from their online teaching practices illuminated the relationship of multimodal texts, visuals and literacy practices in fostering access, opportunity, and ownership for learners in online courses.

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Building Community and Capacity: Self-Study and the Development of Social Constructivist Online Teaching

Being Self-Study Researchers in a Digital World - Self-Study of Teaching and Teacher Education Practices ◽

10.1007/978-3-319-39478-7_8 ◽

2016 ◽

pp. 103-116

Author(s):

Helen Freidus ◽

Mary Welsh Kruger

Keyword(s):

Online Teaching ◽

Social Constructivist ◽

Self Study ◽

Building Community

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Digitalization of Traditional Classrooms: A Students’ Perspective

International Journal of Educational Sciences ◽

10.31901/24566322.2020/31.1-3.1160 ◽

2020 ◽

Vol 31 (1-3) ◽

Author(s):

Dhananjay Ashri

Keyword(s):

Undergraduate Students ◽

Online Teaching ◽

Online Survey ◽

Family Income ◽

Educational Institutions ◽

Innovative Teaching ◽

Adequate Funding ◽

Self Study ◽

E Learning ◽

The University

ABSTRACT Covid-19 is fiercely hurting the field of academics and education. Millions of learners and teachers and educational institutions have been adversely affected. Educational institutions have scrapped traditional physical classroom teaching during these challenging times and have adopted e-learning models. However, there exist many discrepancies in the process of digitalization of classrooms. Therefore, this present study aims to evaluate the ramifications of the Covid-19 pandemic on the education sector and provide a student-oriented perspective to address the challenges in this process. The study is based on an independent online survey conducted by authors in which 212 undergraduate students of one of India’s prestigious universities, the University of Delhi, have participated. The survey unveiled that many colleges are arranging online classes for students via various technological platforms available such as Google Meet, Zoom, MS Teams, Skype, etc. However, it has been observed that almost half of the students are attending classes irregularly and do not possess requisite study material for self-study. The survey reports that many students face depression and anxiety-related problems during the lockdown period. Other issues include improper internet connectivity and the non-availability of the devices. About three-fourth of students have expressed their concerns that education may become a costly affair for them as their family income dwindles. The study stresses developing more innovative and interactive teaching methods, as online teaching is monotonous and dull. Covid-19 has led to a decline in the students’ family income, making education costly to many students. More innovative teaching practices for better learning experiences and adequate funding of the educational institutes for infrastructural development is the need of the hour.

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