scholarly journals Award-winning faculty online teaching practices: Elements of award-winning courses

2019 ◽  
Vol 23 (4) ◽  
Author(s):  
Swapna Kumar ◽  
Florence Martin ◽  
Kiran Budhrani ◽  
Albert Ritzhaupt
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Professional Associations ◽  
The United States ◽  
Online Course ◽  
Online Instructors ◽  
Award Winning ◽  
Wide Range ◽  
Teaching Awards ◽  
Using Data

The purpose of this study was to explore award-winning instructors’ insights on elements of their course design that were “award-winning” and the differences between expert and novice online instructors. Interviews were conducted with eight award-winning online faculty members from across the United States who had received online teaching awards from one of three professional associations. The five main areas that emerged from the data analysis were, a) authentic and relevant course materials that connect to practice, b) the use of multimedia resources c) student creation of digital content individually and collaboratively d) students’ reflection on learning and e) the instructor’s explanation of the purpose of activities, technologies and assessments in the online course. Additionally, award-winning faculty emphasized the importance of using data and evaluation practices and reflecting on course offerings in the development of an excellent online course. Award-wining faculty described expert online instructors as being experienced and comfortable in the online environment, using a wide range of strategies, being willing to learn, using data and analytics, and engaged in continuous improvement. The findings add to the literature on best practices and what constitutes excellence in online courses.

scholarly journals Award-Winning Faculty Online Teaching Practices: Roles and Competencies

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Florence Martin ◽  
Kiran Budhrani ◽  
Swapna Kumar ◽  
Albert Ritzhaupt
Keyword(s):  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
The United States ◽  
Course Delivery ◽  
Online Faculty ◽  
Online Instructors ◽  
Award Winning ◽  
Online Spaces ◽  
Critical Competencies

Given the explosive growth of online learning in institutions of higher education, we are in dire need of guidelines for instructing new and continuing online instructors on how best to teach in online spaces.  The purpose of this study was to identify the roles of the online instructor and categorize critical competencies for online teaching based on a review of research, and the perspectives of award-winning online faculty. We interviewed eight award-winning online faculty members from across the United States. Based on interviews, it was found that online instructors were assuming five different roles: Facilitator, Course Designer, Course Delivery, Subject Matter Expert, and Mentor.  Participants’ common tasks when designing and teaching an online course fell in two areas, either Course Design or Teaching. This research has clear implications not only for the literature research base, but for our institutions as well as we continue to offer increasing numbers of effective online courses and programs to our students.

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

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.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2021 ◽  
pp. 847-866
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

A Description of Online Instructors Use of Design Theory

2010 ◽  
pp. 1-9
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Social Presence ◽  
Coding Theory ◽  
Design Theory ◽  
The United States ◽  
Online Instructors ◽  
Multiple Representation ◽  
Form Theory ◽  
Survey Results ◽  
Applied Design ◽  
Using Data

In a recent dissertation study, research was conducted to evaluate online instructors’ characteristics and preferences concerning the use of a telementor, or online instructor’s assistant, as a part on an online course. Those who participated in the anonymous survey came from a sample of two thousand online instructors from colleges and universities located across the United States. Of those contacted, 323 online instructors responded to the survey. Results presented in this article were produced using data from nine of the questions included in the survey. These Likert Scale questions specifically asked the instructors about their use of theory of multiple representation, Gagne’s conditions of learning, instructional transaction theory, cognitive flexibility theory, three form theory, dual-coding theory, elaboration theory, theory of transactional distance, and theory of immediacy and social presence. Outcomes showed that a larger number of online instructors applied design theory when creating a course compared to the instructors who indicated that they did not apply design theory. Descriptive results presented illustrate how often the participants said that they utilized each of the different theories.

scholarly journals Course management strategies for first time online instructors

2016 ◽  
Vol 8 ◽  
pp. 2
Author(s):  
Regina Biggs
Keyword(s):  
Student Satisfaction ◽  
Online Teaching ◽  
Course Design ◽  
Management Strategies ◽  
Project Based Learning ◽  
Student Feedback ◽  
Course Management ◽  
Online Instructors ◽  
Problem Solving Skills ◽  
Teacher Presence

The presentation examines the practice of teacher presence from students’ perspectives.  It is based upon a comparison of student feedback from the first and second fully online deliveries of a required course entitled, Education Law.  While a review of the literature reveals that teacher presence is created through degrees of active engagement, instructors new to online teaching may misinterpret learners’ perceptions of what constitutes an acceptable degree of presence. Student feedback, from the first delivery, suggested the expectation for teacher presence was higher because the course design featured a number of collaborative, project based learning activities. Instructional planning that gives balanced attention to content mastery and course management by reframing the functions of the instructor’s role will assure that learners’ enthusiasm and engagement are not casualties of the context. A review of the course evaluations from the Summer 2015 semester revealed that an intentional contemplation of communication variables including timing, interpersonal and inter-group messaging must be purposefully planned to minimize the potential for confusion.  This suggests changes for the Summer 2016 semester, including the use of proactive course management strategies to increase student satisfaction, facilitate the display of metacognition, and extend creative problem solving skills to authentic applications.  Faculty will learn about how the initiation of these changes in course management impact students’ perceptions of teacher presence.

scholarly journals The H.E.R.O.s of Online Education: What makes students succeed despite the odds?

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Charmaine Bissessar ◽  
Debra Black ◽  
Mehraz Boolaky
Keyword(s):  
Online Education ◽  
Organizational Behavior ◽  
Online Teaching ◽  
Qualitative Methodology ◽  
Psychological Capital ◽  
Critical Role ◽  
The United States ◽  
Future Research ◽  
Convenience Sample ◽  
Online Instructors

The study of psychological capital (PsyCap) is prevalent in organizations globally and is part of the movement towards attaining positive organizational behavior. This concept is slowly being transferred to the education realm with teachers becoming more mindful of students’ inner H. E. R. O. (Hope, Efficacy, Resilience, and Optimism). Little research, however, has been conducted upon the PsyCap of university students in fully online programs. The purpose of this study was to determine what aspects of students’ psychological capital lead to success despite adversity. An exploratory qualitative methodology was used to interview five participants from the United States, Canada, Africa, France, and Serbia in order to determine whether or not PsyCap influenced their drive to complete their online graduate programs of study at the University of Liverpool. This convenience sample yielded compelling results for future research and indicated similarities in hope and efficacy as well as differences in gender regarding participant resilience and approach to challenges. Further research is needed to determine whether gender does play a critical role in online students’ PsyCap, especially resilience. Another revealing result was that the participants credited their online instructors for motivating and discouraging them based on their feedback, grading, and overall communication. This points to a possible relationship between the students’ PsyCap and the three online teaching presences in communities of inquiry (cognitive, teaching, and social).

scholarly journals Structure and Procedure for Developing an Online Course

2021 ◽  
pp. 83-98
Author(s):  
Chi P. Diep ◽  
Giang T.L. Nguyen ◽  
Nga T. Vo
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Course Design ◽  
Virtual Classroom ◽  
Learning Goals ◽  
Online Course ◽  
Asynchronous Learning ◽  
Learning Needs ◽  
Long Distance ◽  
Education Experience

Online teaching or e-learning allows learners to participate in a virtual classroom environment based on web and based on digital applications or digital tools, to interact with learning content and (possibly) with teacher and other peers from a long distance to achieve learning goals defined by their learning needs. The article provides some theoretical backgrounds of online teaching related to the advantages and limitations of online teaching, the forms of online teaching (synchronous learning, asynchronous learning, blended learning), structure of implementing an online course supporting dialogical and deep learning. The article also shares the experiences of Ho Chi Minh City University of Technology and Education (HCMUTE) in implementing online teaching, especially asynchronous teaching on learning management systems (LMS, FHQLMS) and gives some recommendations for lecturers to improve the quality of organizing online courses. Based on the theoretical analysis method with the literature review and the synthesis of practical education experience from HCMUTE, a four-step and 5W-1H online course design process is suggested

The Meaning of Quality in Online/Blended Courses to American and Malaysian Administrators, Faculty, and Students

2019 ◽  
Vol 17 (2) ◽  
pp. 45-58
Author(s):  
Esther Smidt ◽  
Cecilia Yin Mei Cheong ◽  
Emily Dachroeden ◽  
Timothy Kochem
Keyword(s):  
Student Perceptions ◽  
Qualitative Data ◽  
Course Design ◽  
Research Question ◽  
The United States ◽  
Public University ◽  
Online Course ◽  
Blended Courses ◽  
Blended Course ◽  
Quality Features

This article compares two studies, investigating administrator, faculty, and student perceptions of quality in online/blended courses conducted in two different contexts, namely (1) two midsize public universities in the United States, and (2) a college in a public university in Malaysia. The research question explored in both studies was: What is the meaning of “quality” in an online/blended course to administrators, faculty, and students? Survey data from the three constituents in both contexts were obtained. Qualitative data analysis revealed the top 7-8 quality features of each context as ranked by number of references. The results revealed similarities and differences in the rankings of the quality features between constituents and between contexts. Similarities suggested that different constituents had different priorities with regards to quality features while differences appeared to be based on where each institution was on their distance education trajectory. These findings should be considered and reflected on in online course design, teaching strategies, and student support.

Professional Development Course for Online Teaching and the Production and Use of Instructor-Produced Video

2019 ◽  
pp. 20-39
Author(s):  
Neal Shambaugh
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Course Design ◽  
Hybrid Approach ◽  
Online Professional Development ◽  
Video Production ◽  
Online Course ◽  
Module Structure ◽  
Design Decisions ◽  
Development Course

This chapter outlines how online professional development can assist higher education faculty in their move from F2F teaching to online instruction. The use of instructor-produced video is proposed as the major instructional approach for online teaching. To support this teaching approach, an online professional development course is described using six modules: challenges of teaching online, course design decisions using systematic re-examination of course learning outcomes and pedagogy, video production skill-building, and how to teach online with instructor-produced video. The course can be delivered asynchronously but requires expert feedback of course design decisions, module structure, and video production and use. A hybrid approach is suggested scheduled across a 5-day week. In F2F morning sessions, participants examine online course teaching decisions and screencast product use, while afternoon sessions are devoted to course modules and video production. Recommendations for administrators, support staff, and faculty are provided. Research questions are suggested.

Sign in / Sign up

Export Citation Format

Share Document