scholarly journals A Multi-Institutional Study of Factors Influencing Faculty Satisfaction with Online Teaching and Learning

2020 ◽  
Vol 24 (4) ◽  
Author(s):  
Gregory Edgar Blundell ◽  
Daniel A. Castañeda ◽  
Junghyae Lee
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Satisfaction ◽  
Private Higher Education ◽  
Online Teaching And Learning ◽  
Public And Private ◽  
Online Instructors ◽  
Teaching And Learning Environment ◽  
Study Results ◽  
Instructor Satisfaction

Faculty satisfaction is an essential component in an online teaching and learning environment. The researchers of the current quantitative study identified factors that influence online instructors’ satisfaction at 10 different four-year public and private higher education institutions in the state of Ohio. The researchers also validated the modified OFSS-R survey (Blundell, 2015) within the study. The participants (N = 382), were faculty members who taught fully online at the 10 institutions. Results of the study revealed that instructor satisfaction was influenced by three main factors: (1) the instructor-student interaction; (2) the role of technology; and (3) the institutional support. Study results also revealed that the OFSS-R survey is valid and reliable measurement of perceived faculty satisfaction in a fully online environment.

Summarizing Teaching Approaches in the Traditional Classroom and in the Virtual Environment

2012 ◽  
pp. 219-235
Author(s):  
Victor X. Wang
Keyword(s):  
Learning Environment ◽  
Virtual Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instructional Methods ◽  
Traditional Classroom ◽  
Learning Needs ◽  
Teaching Approaches ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment

Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

scholarly journals Converting to Online Course and Program Delivery: The University of South Australia Case Study

2001 ◽  
Vol 1 (2) ◽  
Author(s):  
Bruce King ◽  
Holly McCauslan ◽  
Ted Nunan
Keyword(s):  
Distance Education ◽  
Learning Environment ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Large Scale ◽  
Low Cost ◽  
South Australia ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
The University

The University of South Australia's (UniSA) approach to converting its distance education programs to online delivery is to manage it as a part of establishing an online teaching and learning environment for all of its programs. UniSA's move to online teaching and learning derives from a clear vision of its future, is informed and directed by a comprehensive framework for teaching and learning, and enabled by appropriate structures, processes and resources. The institution has chosen to develop a relatively low-cost, easy to use online teaching and learning environment that has facilitated large-scale conversion to the online mode for all teaching and learning, including traditional distance education.

Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning

2003 ◽  
Vol 27 (6) ◽  
pp. 673-693 ◽  
Author(s):  
Gary L. May ◽  
Darren Short
Keyword(s):  
Instructional Design ◽  
Personal Growth ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Information Overload ◽  
Pedagogical Practices ◽  
Effective Practices ◽  
Online Teaching And Learning ◽  
Online Instructors ◽  
Management Techniques

The metaphors we use can influence our behavior. This article proposes a new metaphor to help guide online instructors to more effective practices. The metaphor, gardening in cyberspace, is about creating an environment that fosters learning and personal growth. The practices of good gardening—positioning, conditioning soil, watering, and controlling weeds and pests—all serve as useful analogues to good online pedagogical practices, including addressing individual differences, motivating the student, providing feedback, and avoiding information overload. Examples of instructional design and course management techniques are included to illustrate what online instructors might do differently if they took the gardening perspective seriously. The authors also extend the metaphor to explore administration’s role as gardening store proprietors.

scholarly journals ONLINE TEACHING AND LEARNING – THE VOICE OF TEACHERS IN THE COLLEGES OF EDUCATION IN GHANA

2021 ◽  
Vol 4 (1) ◽  
pp. 07-10
Author(s):  
Solomon Ofori Jnr Gyane
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
College Of Education ◽  
Exploratory Research ◽  
Snowball Sampling ◽  
Online Teaching And Learning ◽  
Study Results ◽  
Education In Ghana ◽  
The Voice

In the expansion and development of education through online, technology has contributed and now contributing to the use of online teaching and learning by teachers. As the study sought to explore the challenges that lecturers at college of education face in using online teaching and learning. The study philosophy is an interpretative paradigm which is associated with qualitative study. The study design is an exploratory research design that gives a speculative thought on the voice of teachers at college of education when it comes to online teaching and learning. The study used a qualitative approach that expresses the study results in words and also provide an in-depth into the objectives of the study. The population of the study comprised of all tutors at the college of education in Ghana. The study used a snowball sampling technique to reach the tutors at the college of education. Findings revealed that ICT makes online education possible and that it makes online teaching and learning easy to reach a class of many students. The study shows that online teaching and learning makes it possible for education to take place even if learners and teachers are at a separate place and ensures that students outside the school for one or two reasons get access to what their colleagues learnt at their absence. The study concludes that running out of data, device damaging, students not responding as expected, students not meeting on time, and students do the little talking instead of more talking are the challenges that lecturers at College of Education face in using online teaching and learning.

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