scholarly journals udents’ Challenges and Their Professional Development during Online Teaching Process in Albania

2021 ◽  
Vol 3 (2) ◽  
pp. p11
Author(s):  
Dr. Emilda Roseni ◽  
Dr. Alnida (Shano) Koroshi
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Policy Makers ◽  
Global Pandemic ◽  
Unusual Situation

Global pandemic situation caused of COVID-19 brought challenges in every aspect of our lives. One of the greatest challenges in our country was educational institutions closure. Aleksandër Moisiu University-Durrës in Albania was one of the first higher education institutions that implemented online teaching through different platforms such as “Google Classroom”, “Google Meet”, and “Zoom”. Even though it was an unusual situation, both lecturers and students had to adapt these new but not easy conditions. The purpose of this research was to gather data from students’ opinions regarding the ability of Aleksandër Moisiu University to provide knowledge in the context of online learning and to examine students’ attitude towards exclusively online learning. This research was conducted using a qualitative methodology collecting data through focus groups held in Google Meet with 45 students studying in Bachelor and Master Degree programme, in the department of foreign languages at Aleksandër Moisiu University. Findings of the research will serve universities and policy makers when predicting improvements in educational system.

scholarly journals A professional learning program for novice online teachers: Application of professional development guidelines using threshold concepts and online learning perceptions

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Maria Northcote ◽  
Kevin P Gosselin ◽  
Peter Kilgour ◽  
Daniel Reynaud ◽  
Catherine McLoughlin
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Professional Learning ◽  
Online Teaching ◽  
Academic Staff ◽  
Development Program ◽  
Threshold Concepts ◽  
Online Teachers ◽  
Learning Contexts

The professional development of online teachers is now commonplace in most universities. Alongside the relatively straightforward decision to provide professional learning support for novice and experienced online educators within universities, decisions about the nature and content of such support are not always as clear cut. The study aimed to gather evidence about the experiences and views of current students and staff which, in turn, informed a set of pedagogical guidelines that could be used as the basis of professional learning programs for novice online teachers. Using a mixed methods research design, data were gathered using questionnaires, reflective journals and focus groups to determine the threshold concepts about online teaching, and perceptions of ideal online learning contexts. As well as identifying threshold concepts about online teaching and perceptions of teachers’ and students’ ideal views of online learning contexts (reported elsewhere), the study produced curricular guidelines to inform the design of professional development outputs for online teachers in higher education contexts. This article reports on an example of how these professional development guidelines were implemented at one higher education institution to provide wide-scale implementation of a professional development program for academic staff engaged in online teaching.

scholarly journals Identifying Perception, Interests and Challenges of Informatics Students on Online Learning During COVID-19 Outbreaks

2021 ◽  
Vol 3 (2) ◽  
pp. 418-432
Author(s):  
Emigawaty Emigawaty
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Process ◽  
Educational Institutions ◽  
Teaching Process ◽  
Learning And Teaching ◽  
Global Pandemic ◽  
Study Results ◽  
The Government

Since the COVID-19 outbreak is increasingly widespread in Indonesia at the beginning of the year 2020, the government considers taking policies that focus on implementing the learning and teaching process at all levels. This research focuses on identifying the perception, interests, and challenges of online learning for informatics’ students at AMIKOM University Yogyakarta during the global pandemic. This study uses a descriptive quantitative approach using a survey instrument. This research has succeeded in capturing an overview of the ease, obstacles, and challenges of the informatics’ students in joining online learning from the study results. Discussions and contradictions to these results will undoubtedly be different if they are carried out on different student entities and with various subjects. This research contributes to higher education institutions, especially AMIKOM Yogyakarta University, to evaluate the online learning process. Although the case study presented in this research cannot represent other subjects, students' perceptions can be used as essential feedback for educational institutions.

scholarly journals Instructors’ Readiness to Teach Online: A Review of TPACK Standards in Online Professional Development Programmes in Higher Education

2021 ◽  
Vol 20 (7) ◽  
pp. 135-150
Author(s):  
Amjaad Mujallid
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Training ◽  
Instructional Materials ◽  
Learning Needs ◽  
Online Instructors ◽  
Materials Used

Online learning has been developed in higher education offering a flexible environment for learners. Faculty knowledge is among the most important domains required to be updated in order to ensure a successful integration of instructional technology and online learning in higher education. This update can be performed by providing faculty training on how to use technology. However, this should be integrated with pedagogical knowledge, which is represented in the Technological Pedagogical and Content Knowledge framework (TPACK). This paper reviewed the literature to find how higher education institutions support online instructors with professional development programmes and, moreover, to discover how these programmes are shaped by the TPACK framework. The paper also summarises the effective online teaching practices based on the TPACK framework presented in the literature. Teaching online is a challenge and does not mean having to move traditional instructions and activities into the online platform, but this does mean a shift might require building a whole new material to ensure the quality of online teaching and learning. Reviewing the previous literature regarding the available professional development programmes increases the need to integrate online teaching competence as a main objective into teacher education and professional development programmes to follow up with the skills of the 21st century students. The framework includes three main domains of teachers’ knowledge: Content (CK), which is related to the subject matter and answers the question “what will be taught?” such as concepts, theories and terms; Pedagogy (PK), which refers to teaching strategies required for addressing the students’ learning needs; and Technology (TK), which refers to the variety of technologies and instructional materials used, such as learning management systems.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

scholarly journals An investigation of professional development among educational policy-makers, institutional leaders and teachers

2018 ◽  
Vol 33 (1) ◽  
pp. 32-36 ◽  
Author(s):  
Huu Cuong Nguyen
Keyword(s):  
Professional Development ◽  
Educational Policy ◽  
Macro Level ◽  
Educational Institutions ◽  
Policy Makers ◽  
Meso Level ◽  
Key Aspects

This study investigates professional development among educational policy-makers, institutional leaders and teachers. Through a synthesis of associated literature, this study identified a large number of articles focusing on professional development among teachers and lecturers. However, only a few studies on professional development among leaders and managers of educational institutions were ascertained, and research on professional development for educational policy-makers is also limited. This article first presents key aspects of professional development. It then reviews professional development theories and practices for policy-makers, institutional leaders and teachers. Finally, a discussion and recommendations are provided. This article contributes to the limited literature on professional development at the meso-level for institutional leaders, and at the macro-level for policy-makers.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Emergency Remote Teaching during COVID-19: A Comparison of Student Perceptions

2021 ◽  
Author(s):  
Kevin Fuchs
Keyword(s):  
Higher Education ◽  
Student Perceptions ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Hybrid Learning ◽  
Perceived Performance ◽  
Global Pandemic ◽  
Education Community ◽  
Significant Difference ◽  
The World

The pandemic has shaken up the higher education landscape around the world, with responses from institutions falling into three categories: retaining in-class teaching with social distancing, adopting hybrid models (blended learning, limiting the number of students on campus), or transitioning to fully online teaching. However, there is a significant difference between emergency remote teaching and a genuine shift to online/hybrid learning, with the key distinguishing term being “emergency.” In response to the global pandemic, the higher education community is now working on the continuous development of action plans in a quest to identify means to manage the crisis more efficiently. The purpose of this paper is to analyze the perceived performance of ERT from the perspective of undergraduate students. For that purpose, samples (n=332) were taken in two different geographical settings, i.e., Thailand and Sweden. Moreover, it is the objective to compare both samples and identify similarities and inadequacies which help stakeholders to manage ERT more efficiently in the future.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

The Transition to Online Teaching and Learning

2021 ◽  
pp. 188-196
Author(s):  
Greg Whateley ◽  
Alan Manly
Keyword(s):  
Online Learning ◽  
Staff Member ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Support Staff ◽  
Educational Institutions ◽  
Online Teaching And Learning ◽  
Senior Staff ◽  
Online Format ◽  
Senior Staff Member

The onset of the COVID-19 pandemic in early 2020 provided both a need and an opportunity for educational institutions in Sydney to explore new ways of providing teaching and learning for their students. UBSS was able to respond quickly because it had already prepared to introduce online learning. In mid-2019, the institution had decided to offer an online option and a senior staff member and support staff had been working since then to convert existing product into suitable online format. By the time the demand for online teaching and learning arrived, the institution was already well placed for the conversion.

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