scholarly journals Examining Faculty Perception of Their Readiness to Teach Online

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Florence Martin ◽  
Kiran Budhrani ◽  
Chuang Wang
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Course Design ◽  
Faculty Perceptions ◽  
Validity And Reliability ◽  
Faculty Perception ◽  
Delivery Method ◽  
Teaching Competencies ◽  
Teaching Online ◽  
Faculty Readiness

Faculty readiness to teach online is a state of faculty preparedness for online teaching. In this study, it is measured by faculty attitudes on the importance of online teaching competencies and their ability towards online teaching. Validity and reliability of faculty responses to an online instrument and factors related to faculty perception are examined. Descriptive statistics and item level means for the competencies are provided. For course design, course communication and technical, the faculty rated the perception of importance higher than their ability whereas for time management their perception of ability was rated higher than their attitude on importance. MANOVA showed significant differences in gender, years of teaching online, and delivery method for faculty perceptions of importance of online teaching competencies. Significant differences were also noted in years of teaching online and delivery method with respect to ability to teach online.

scholarly journals Examining Faculty Readiness to Teach Online: A Comparison of US and German Educators

2019 ◽  
Vol 22 (1) ◽  
pp. 53-69 ◽  
Author(s):  
Florence Martin ◽  
Chuang Wang ◽  
Annika Jokiaho ◽  
Birgit May ◽  
Sonja Grübmeyer
Keyword(s):  
Self Efficacy ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Perceptions ◽  
Academic Discipline ◽  
Academic Rank ◽  
Instructional Designers ◽  
Teaching Online ◽  
The Us ◽  
Faculty Readiness

Abstract With the increase in the number of online courses being offered, it is important for faculty to be prepared to teach online. In this study, we examine US and German faculty perceptions on their preparedness to teach online based on the perception of importance of teaching online competencies and their efficacy to teach online. We also examine factors (gender, age, country located, academic discipline, academic rank, method of teaching, years of teaching, years of teaching online and level taught) that are related to US and German faculty perception of the importance and efficacy of online teaching. Overall, the US faculty rated the competencies higher compared to the German faculty both in perception of importance and self-efficacy. Significant differences in the perception of the importance of competencies were noted based on gender, training, level taught, rank, and age. For self-efficacy, there were significant differences between the faculty in teaching format (synchronous, asynchronous or hybrid format), years of teaching online, and age. This study has implications for instructors who teach online, for instructional designers who offer professional development for online teaching and for administrators who support online learning at the universities.

Examining faculty's online teaching competence during crisis: one semester on

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ida Fatimawati Adi Badiozaman ◽  
Augustus Raymond Segar ◽  
Dorene Iah
Keyword(s):  
Time Management ◽  
Online Teaching ◽  
Course Design ◽  
Small Sample Size ◽  
Target Population ◽  
Small Sample ◽  
Content Type ◽  
Require Time ◽  
Teaching Competence ◽  
Faculty Readiness

PurposeThis study aims to examine the faculty perceptions of their competence and readiness for online teaching in Sarawak higher education (HE).Design/methodology/approachA validated instrument, Faculty Readiness to Teach Online (Martin et al., 2019), was distributed to four main higher learning institutions in Sarawak, Malaysia, yielding 174 responses.FindingsThe highest rated competencies across the four HEs were course communication and course design. This was followed by time management and technological competence. MANOVA results showed no significant differences in the demographic variables.Research limitations/implicationsThe results of this study must be viewed in light of some limitations of its generalisability. First, the small sample size does not fully represent all of the target population. Secondly, the study did not provide qualitative research data, especially pertinent to how the teachers perceived their competence linked with their ability and online teaching behaviours.Practical implicationsThis current study shows that all participants were cognisant of the need to enhance their competencies to teach online. As acquisition and mastery of such competencies may require time and support, this means that the transition to online teaching requires advanced levels of instructor training and support, be it through professional development programs or in-service training.Originality/valuePerceived importance for online teaching competence was ranked highly across all the four institutions. This understanding can help HEs transcend emergency online practices to provide data-driven approaches to better support and improve coordination, resilience and adaptability in HE.

Learning and Study Strategies for Online Teaching

2011 ◽  
pp. 532-546 ◽  
Author(s):  
John Duncan
Keyword(s):  
Undergraduate Students ◽  
Time Management ◽  
Online Teaching ◽  
Study Strategies ◽  
Learning Needs ◽  
Teaching Online ◽  
Test Strategies ◽  
Diverse Learning ◽  
Self Testing ◽  
Main Ideas

Technology provides many solutions to meet diverse learning needs. Not all students learn the same way so it is important to model and scaffold various strategies, and to offer alternatives when teaching online. This chapter highlights appropriate online teaching practices identified in research and the relationship to learner needs illustrated by data from 132 undergraduate students obtained using the Learning and Study Styles Inventory (LASSI). Of the areas assessed by the LASSI instrument students in this sample from a large university demonstrated concentration as one area of strength. Problem areas included (a) selecting main ideas, (b) test strategies, and (c) motivation. Areas requiring extensive remediation were (a) information processing, (b) attitude, (c) self-testing, (d) study aids, and (e) time management. Appropriate teaching strategies for helping the students to improve are provided. The implications are that many students have serious shortfalls in learning skills, and that instructors need to assess and scaffold student success.

Online Teaching Demands

2011 ◽  
pp. 113-136
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Curriculum Development ◽  
Online Teaching ◽  
Course Design ◽  
Faculty Training ◽  
Teaching Profession ◽  
Technology In The Classroom ◽  
Teaching Online ◽  
Use Of Technology ◽  
Actual Use ◽  
Development Course

Teachers are aware of and reflect on a variety of issues related to teaching online. In responding to the demands they notice, they highlight certain things they would like to change—things they feel would improve their online teaching. Without a doubt, their use of technology in the classroom affects their teaching. As technology continues to improve, its usability, availability, and actual use are ongoing concerns. The same can be said for curriculum development, course design, and faculty training. As the teaching profession is changing, different challenges are posed to teachers and universities.

Effects of Web-based Cognitive Apprenticeship and Time Management on the Development of Computing Skills in Cloud Classroom

2016 ◽  
Vol 12 (3) ◽  
pp. 1-12 ◽  
Author(s):  
Hsiao-Chi Wu ◽  
Pei-Di Shen ◽  
Yi-Fen Chen ◽  
Chia-Wen Tsai
Keyword(s):  
Teaching Methods ◽  
Time Management ◽  
Online Teaching ◽  
Course Design ◽  
Cognitive Apprenticeship ◽  
Control Group ◽  
Web Based ◽  
Online Teachers ◽  
Web Based Learning ◽  
Computing Skills

Web-based learning is generally a solitary process without teachers' on-the-spot assistance. In this study, a quasi-experiment was conducted to explore the effects of various combinations of Web-Based Cognitive Apprenticeship (WBCA) and Time Management (TM) on the development of students' computing skills. Three class cohorts of 124 freshmen in a one-semester course titled ‘Applied Information Technology: Data Processing' were chosen for the empirical study. They were divided into three groups: two experimental groups (G1, n=42; G2, n=40) and one control group (G3, n=42). The goal of this research is to examine the effects of WBCA, TM, and their combination on undergraduates' learning, and further develop appropriate course design and online teaching methods for both teachers and schools. The results show that students who received WBCA and TM had higher grades than those without. The authors further discuss the implications of the findings and results for online teachers and scholars.

scholarly journals Teacher readiness for online teaching-learning during COVID −19 outbreak: a study of Indian institutions of higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Manisha Paliwal ◽  
Archana Singh
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Time Management ◽  
Structural Equation ◽  
Online Teaching ◽  
Goodness Of Fit ◽  
Course Design ◽  
Equation Modeling ◽  
Content Type ◽  
Teaching Learning

Purpose Coronavirus (COVID-19) outbreak has utterly disrupted the worldwide education system and compelled an emergency immersion of unplanned and rapid online teaching-learning. The online teaching readiness would highly depend on the competencies of teachers and skills to adapt the pedagogy and new roles by the teachers. In this context, this study aims to assess higher education institutions (HEIs) teachers’ readiness to handle online education based on the online teaching readiness competencies model. Design/methodology/approach A structured questionnaire has been adopted to survey and collect data from 296 teachers of HEIs across India. The questionnaire consisted of 29 constructs. The constructs in this section were measured using a five-point Likert scale ranging. In the first step first-order confirmatory factor analysis (CFA) is carried out, by using the software IBM AMOS-26. The initial model is generated for five constructs and outcomes are used to analyze the model’s goodness of fit and construct validity. In the second step structural equation modeling (SEM) is carried out to do the path analysis of the proposed model. Findings The findings connote that the level of course design competencies, communication competencies, time management competencies are not sufficient among the teachers of HEI of India, whereas the technical competencies possessed by the teachers meet the requirements for readiness to handle online education. The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Practical implications The research is an attempt to provide possible explanations for establishing relationships between the constructs and discusses the usage of information, which can be further used to enhance the online teaching readiness competencies for the teachers of HEIs of India. Originality/value Teachers’ competencies are a vital part of teaching online which has become the need of the hour in this COVID-19 outbreak. Because of the need for emergency response and strategies to minimize learning disruption at higher education, the study identifies the online teaching readiness competencies possessed by the online teaching communities and provides guidelines to enhance their capacity to build up the longer-term resilience of education systems. The study will be a ready reckoner for online training competencies which can be used as training need analysis to make each teacher highly competent to impart knowledge using online teaching platforms.

Do Virtual Professors Dream of Electric Students? University Faculty Experiences with Online Distance Education

2010 ◽  
Vol 112 (8) ◽  
pp. 2154-2208 ◽  
Author(s):  
Claire Howell Major
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Course Design ◽  
Faculty Members ◽  
University Faculty ◽  
Qualitative Synthesis ◽  
Faculty Experiences ◽  
Teaching Online ◽  
Online Distance Education ◽  
Online Distance

Background Faculty acceptance of distance learning plays an important role in its success or failure in higher education. Information about faculty experiences of teaching online can improve understanding about this delivery mode's potential longevity in academe. Exploratory qualitative research has begun to uncover and unpack faculty experiences with online learning. Such studies provide a focused and detailed picture of faculty perceptions of teaching online; however, they have not been considered for what they add to cumulative knowledge. Purpose The purpose of this research was to employ a rigorous and systematic approach to make meaning of individual studies that investigated faculty experiences of teaching online by considering the studies in aggregate. Research Design This study drew upon qualitative synthesis methods to investigate faculty experiences with online teaching. In particular, the study used metaethnography, an interpretive approach, to synthesize findings from nine original studies conducted by 23 researchers involving interviews with 117 faculty members with online teaching experience. Data Collection and Analysis This study involved searching electronic databases and tables of contents of key journals to gather relevant articles. It relied upon analysis techniques common to metaethnographic approaches, including reciprocal translation analysis (translating themes into each other), refutations synthesis (attempts to explain variations and contradictions), and lines-of-argument analysis (building a general interpretation from findings of separate studies through reliance on qualitative analysis such as constant comparison). Findings This article presents findings from a qualitative synthesis of university faculty experiences with online distance education. Results show that faculty members believe teaching online changes the way they approach and think about teaching, course design, time, instruction, and students. Conclusions Finding new ways to understand existing literature was one of the chief goals of this study. These results represent a starting place for improving current practice as well as for guiding future research.

scholarly journals The Iranian version of theory-based intention for cesarean section (IR-TBICS) scale: development and first evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Seyed Abolhassan Naghibi ◽  
Maryam Khazaee-Pool ◽  
Mahmood Moosazadeh
Keyword(s):  
Cesarean Section ◽  
Content Validity ◽  
Intraclass Correlation ◽  
Quality Criteria ◽  
Factor Analyses ◽  
Validity And Reliability ◽  
Delivery Method ◽  
Northern Iran ◽  
Cross Sectional ◽  
Confirmatory Factor Analyses

Abstract Background The rate at which mothers experience a cesarean section in the absence of medical signs is growing worldwide. Women’s beliefs and intentions play an essential role in the request or choice of a delivery method. At present, there is no comprehensive, validated scale for assessing pregnant women’s beliefs about cesarean section in the Iranian population. This study was performed to develop and assess the validity and reliability of the intention-based cesarean section scale using the theory of reasoned action (TRA) constructs as a theoretical framework for measuring intention toward the selection of a delivery method. Methods In this cross-sectional validation study, 480 pregnant women were recruited from Sari, in northern Iran, through a multistage random sampling approach. Content validity was examined using the content validity index (CVI) and content validity ratio (CVR). Furthermore, both exploratory factor analyses (EFA) and confirmatory factor analyses (CFA) were applied to assess the construct validity of the developed scale. Reliability was measured by internal consistency and the intraclass correlation coefficient (ICC). Quality criteria for floor and ceiling effects were derived from existing guidelines and consensus within our research group. Results The results obtained from the factor analysis showed that the data were fit to the model (χ2 = 2298.389, P < 0.001). The TRA comprised 24 items assessing five domains, which described 62.46% of the common variance. The CFA showed a model with suitable fitness for the data. Cronbach’s alpha coefficient for the domains of the scale ranged from 0.609 to 0.843, and the ICC value ranged from 0.71 to 0.84, which is within the satisfactory range. The IR-TBICS scale had no floor or ceiling effect on the total score or any of the dimensions. Conclusions The belief-based cesarean section scale appears to be a reliable instrument. It is considered suitable and can be applied in other research in Iran.

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.

scholarly journals THE CHALLENGES OF ENGLISH TEACHERS IN REMOTE AREAS TOWARD ONLINE LEARNING DURING COVID-19 PANDEMIC

2021 ◽  
Vol 4 (4) ◽  
pp. 728
Author(s):  
Niely Fawaidah Virgin ◽  
Imam Qalyubi ◽  
Zaitun Qamariah
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Online Teaching ◽  
Interactive Media ◽  
English Teachers ◽  
Additional Time ◽  
Teaching Online ◽  
Remote Areas ◽  
Financial Condition ◽  
Teaching Learning

This study aimed at investigating the challenges and  identifying the way the English teachers solve the challenges toward online teaching during Covid-19 pandemic. This study was qualitative research. Three instruments were used to collect the data, those are: open-ended questionnaire, interview and documentation. As a result, this study showed that there were eight challenges experienced by the English teachers in remote areas toward online teaching during Covid-19 pandemic, those are: (1) inadequate infrastructure; (2) student’s learning attention; (3) financial condition; (4) students readiness; (5) parent’s concern; (6) designing materials; (7) measuring student’s understanding, and (8) the instability of student’s motivation. During teaching-learning process, there were various ways in overcoming the challenges done by the English teachers, those are: (1) create an interactive media; (2) decide the most suitable online learning tool; (3) give additional time for the students; (4) provide adequate facilities for both teacher and student in remote areas. Keywords:  Challenge, Covid-19 Pandemic, English Teaching, Online Learning

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