scholarly journals Instructor-featured videos and the importance of social presence in online education

2021 ◽  
Vol 13 ◽  
pp. 1-12
Author(s):  
Aaron Smith
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Teaching ◽  
Prior Experience ◽  
Technical Aspects ◽  
Teaching Online ◽  
Experience Teaching

The recent global shift to online teaching has thrust educators in all levels and forms of education into new roles and experiences. As many have little prior experience teaching online, it is possible that there are those who feel overwhelmed and as such focus on technical aspects of online education. By reviewing the concept of social presence in online education, this paper seeks to accomplish two tasks: first, to remind readers of the importance of interpersonal aspects of online education; and second, to recommend instructor-featured videos as an accessible and effective way of fostering social presence and helping students feel grounded, connected, and reassured.

scholarly journals Challenges and Opportunities: Experiences of Mathematics Lecturers Engaged in Emergency Remote Teaching during the COVID-19 Pandemic

Mathematics ◽  
2021 ◽  
Vol 9 (18) ◽  
pp. 2303
Author(s):  
Eabhnat Ní Fhloinn ◽  
Olivia Fitzmaurice
Keyword(s):  
Working Conditions ◽  
Online Teaching ◽  
Online Survey ◽  
Prior Experience ◽  
Teaching Mathematics ◽  
Experience Teaching ◽  
Challenges And Opportunities ◽  
Teaching Of Mathematics ◽  
Nature Of Mathematics ◽  
The Impact

In this paper, we consider the experiences of mathematics lecturers in higher education and how they moved to emergency remote teaching during the initial university closures due to the COVID-19 pandemic. An online survey was conducted in May–June 2020 which received 257 replies from respondents based in 29 countries. We report on the particular challenges mathematics lecturers perceive there to be around teaching mathematics remotely, as well as any advantages or disadvantages of teaching mathematics online that they report. Over 90% of respondents had little or no prior experience teaching mathematics online, and, initially, 72% found it stressful and 88% thought it time-consuming. 88% felt there was a difference between teaching mathematics in this way compared with other disciplines. Four main types of challenges were associated with emergency remote teaching of mathematics: technical challenges; student challenges; teaching challenges; and the nature of mathematics. Respondents identified flexibility as the main advantage of online teaching, with lack of interaction featuring strongly as a disadvantage. We also consider respondents’ personal circumstances during this time, in terms of working conditions and caring responsibilities and conclude by summarizing the impact they perceive this experience may have upon their future teaching. Forty-six percent% of respondents self-identified as having caring responsibilities, and 61% felt the experience would affect their future teaching.

Synchronous Tools in Support of Teaching and Learning

2013 ◽  
pp. 172-191
Author(s):  
Clark Shah-Nelson
Keyword(s):  
Online Education ◽  
Open Source ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Instant Messaging ◽  
Web Conferencing ◽  
Commercial Enterprise ◽  
Effective Use ◽  
Blended Course

Instant messaging and text chat, online collaborative whiteboards, web conferencing and other synchronous Web 2.0 tools are increasingly finding their way into higher education and are available in both commercially-branded and open source varieties. This chapter describes excellent practices and challenges in using these tools for synchronous and blended course delivery, collaboration, learning activities, and technical support, based on the author’s experience in online education and online-teaching support. Synchronous tools can provide immediate and efficient communication for instructors, learners and support staff, foster community and establish a heightened sense of social presence. An increasing number of practitioners in the field of distance learning are using synchronous tools to reach their learning and support objectives (Murphy and Rodríguez Manzanares, 2008). Today, institutions have a whole menu of synchronous tools to choose from, ranging from free and open-source software to more costly commercial enterprise systems. These tools enable education and support for teaching and learning to happen across great distances and on all types of mobile and not-so-mobile computer devices. This chapter will describe some of these tools, the types of needs that drive their use, and strategies for effective use and implementation.

The Journey from Dissenter to Advocate

2013 ◽  
pp. 1-15
Author(s):  
Terry S. Atkinson
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching Practice ◽  
Online Courses ◽  
Teacher Preparation Program ◽  
Delivery Mode ◽  
Online Student ◽  
Teaching Online ◽  
The Social ◽  
University Professor

This chapter details the experiences of a university professor whose perspectives shifted from one of initial dissent to eventual advocacy for online learning as a delivery mode for her reading/literacy courses. Spanning eight years, her distance education teaching practices were shaped by her personal ventures as an online student, the outcomes gained by enhancing the social presence of her online courses, collaboration with colleagues, and systematic examination of her online teaching practice relative to its rigor, quality, and effectiveness within a teacher preparation program. Insights gained while teaching online conclude with recommendations for faculty members, institutions, systems, and organizations with vested interest in the future of teacher education.

scholarly journals Refection on the development of online physical education during the epidemic

2020 ◽  
Vol 9 (6) ◽  
pp. 219
Author(s):  
Yonggang Zhang
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Current Status ◽  
Teaching Online ◽  
Teaching Principles ◽  
Teaching Characteristics ◽  
And Control

In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Instructor presence in online teaching: challenges and opportunities

2021 ◽  
Vol 127 ◽  
pp. 03002
Author(s):  
Tatiana Leonidovna Kopus ◽  
Elena Sergeevna Mikhalat ◽  
Ekaterina Yurievna Belozerova ◽  
Olga Vladimirovna Meshcheryakova
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Social Presence ◽  
Teaching Practices ◽  
Online Teaching ◽  
Global Scale ◽  
Full Time ◽  
Engagement Strategies ◽  
Instructor Presence ◽  
Challenges And Opportunities

The coronavirus pandemic has affected higher education on a global scale. During the first days of the COVID-19 pandemic, university professors experienced deficiencies to convert their current full-time disciplines into a remote format ensuring learning outcomes. Technology-based communication, which was prevalent in online education during the COVID-19 pandemic, exacerbated the issues associated with social presence. Social presence represents a crucial component of interactions that take place between instructors and students online remotely. This study reviews the social presence, with a focus on the research regarding the online teaching practices that demonstrate their effectiveness and relevance before and during COVID-19. The article begins by exploring the concept of social presence, distinguishing its correlations and interdependencies with other related concepts (empathy, student emotional, cognitive and behavioral engagement, learning outcomes, and motivation). The article offers a review of separate findings that investigate the teaching practices ensuring instructor presence and establishing stable contacts with learners. The data analysis reveals the main features vital for feelings of social presence from the online instructor. They include connectedness as the state of having timely communication with students, instructor responsiveness as the quality of having a quick or positive reaction from the instructor, online learning techniques, ensuring community building and empathy facilitation. Finally, the paper discusses the implications of social presence and the recommendations are given through three engagement strategies: management, connectedness and choice.

scholarly journals The Impact of Experience on the Intrinsic Motivation of EFL Teachers Who Teach Online

2021 ◽  
Vol 22 ◽  
pp. 99-112
Author(s):  
Beril Er ◽  
Necmiye Karataş
Keyword(s):  
Online Education ◽  
Intrinsic Motivation ◽  
Online Teaching ◽  
Teacher Motivation ◽  
Preparatory School ◽  
Teaching Online ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The Impact

Remote teaching has become more popular than before in Turkey as in most parts of the world because of Covid-19 pandemic. Most of the teachers and students have had some difficulties in adapting to distance education. It has been observed that the motivation of both parties might be affected by this sudden shift to online education. Although many reasons affecting teacher motivation have been identified so far, it is believed that every single study will contribute to the purpose of bettering the present EFL teaching. The current study aims to investigate the role of experience on the intrinsic motivation of EFL teachers involved in online teaching andto find out whether years of experience have an effect on teachers' intrinsic motivation. In this study, the data was compiled from 46 EFL teachers working at Istanbul Aydin University English Preparatory School. An adapted Attitude/Motivation Test Battery (AMTB) questionnaire was used to gather the data. The obtained descriptive data were analyzed by using SPSS. The results of this study proved that experience does not have a significant impact on EFL teachers’ motivation teaching online.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

Teaching Online

2011 ◽  
Vol 1 (4) ◽  
pp. 10-21
Author(s):  
Tor Söderström
Keyword(s):  
Adult Education ◽  
Teacher Training ◽  
Online Education ◽  
Special Needs ◽  
Online Teaching ◽  
Complex Relationship ◽  
Crucial Point ◽  
Teaching Online ◽  
Training Courses ◽  
Education Courses

This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.

What to Expect When Teaching Online

2011 ◽  
pp. 48-65
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Technical Skills ◽  
Educational Environment ◽  
Hard Work ◽  
Teaching Online ◽  
Teachers And Students ◽  
Time Demands

This chapter sets out to discover how teachers view online teaching and what they experience when teaching online. It focuses on the stories that the 44 instructors shared with me during the interviews taken for this book. A brief perusal through the literature shows reports of increased time demands, more preparation and hard work, and a need for improved technical skills are just some of the issues that online education was reported to put upon teachers. Yet, as a result of this research, new issues were found, enhancing the knowledge on this subject of online teaching; for example, the extent of the adjustments made by teachers (discussed in greater detail in Chapter VII), the skill gap in technology among teachers and students (covered in Chapter V), and the tradeoffs faced by the teachers when moving to an online educational environment.

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