scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals Moving from Face-to-Face to Remote Instruction in a Higher Education Institution during a Pandemic: Multiple Case Studies

2020 ◽  
Vol 4 (4) ◽  
pp. 370-383
Author(s):  
Ladan Ghazi-Saidi ◽  
Aliisa Criffield ◽  
Carrie L. Kracl ◽  
Miechelle McKelvey ◽  
Sharon N. Obasi ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Mode Of Delivery ◽  
Education Institution ◽  
Previous Experience ◽  
Face To Face ◽  
Remote Learning

In response to the Covid-19 pandemic, our institution, like others in higher education, suspended face- to-face classes and offered remote learning as an alternative.  We report five cases of undergraduate and graduate courses that transitioned from a face-to-face to a remote mode. Each case will provide a detailed description of how the course was moved to an online mode, how the course was managed, the instructors’ previous experience in online teaching, their self-reflection on the process of transitioning to remote learning and their recommendations for a more successful experience in a similar potential scenario in the future.  Further, we report the students’ perspectives based on their responses to an online survey.  The combined results of the cases reported in this study reflect the resilience on both sides. A sudden shutdown of the university along with disease- related fears caused anxiety both for the students and instructors regardless of previous experience in online education. However, having online material pre-pandemic, possessing the technical skills, and previous online teaching or learning experience as well as having the infrastructure in place, facilitated the smooth navigation of the courses. The mode of delivery of the course (synchronous, asynchronous or blended) did not have an effect on students’ satisfaction.

scholarly journals Challenges to Online Engineering Education during the Covid-19 Pandemic in Eastern Visayas, Philippines

2021 ◽  
Vol 20 (3) ◽  
pp. 84-96
Author(s):  
Perante Wenceslao ◽  
Gomba Felisa
Keyword(s):  
Online Education ◽  
Engineering Education ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Classroom Interaction ◽  
The Philippines ◽  
Educational Institutions ◽  
First Semester ◽  
Face To Face ◽  
Primary Type

The Covid-19 pandemic halted the normal operations of schools and universities around the world. Various educational institutions, including the Philippines Commission on Higher Education (CHED), adapted to the limitations caused by the pandemic and recommended online education to reach students and learners remotely. This research investigated the challenges to online engineering education in higher educational institutions (HEIs) (n=4) in Eastern Visayas, Philippines. Challenges and problems experienced by faculty (n=25) and students (n=421) were gathered through an online survey on December 2020 using Google Forms. Findings indicate that 98% of the respondents were gadget ready for online education for the first semester of SY 2020-2021, and the primary type implemented is Online Education Only (OEO) (n=369). The majority of the respondents (94%) believed that the quality of education suffered from the sudden shift to online education and 64% believed it is not as effective as the traditional face-to-face classroom interaction. Post Covid-19, 60% of the faculty prefers Blended Education (BE); while the students (65%) prefer the traditional classroom face-to-face interaction. The challenges faced by the respondents during the Covid-19 analysed through qualitative content analysis can be categorised into Personal Challenges, Limited Social Interaction, Technology Difficulties, Assessment Issues, and Concerns on Learning Materials and Methods.

scholarly journals Examining Online Cheating in Higher Education Using Traditional Classroom Cheating as a Guide

2021 ◽  
Vol 18 (6) ◽  
Author(s):  
Kerry Adzima
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Traditional Classroom ◽  
Future Research ◽  
Face To Face ◽  
Face To Face Learning ◽  
Online Cheating ◽  
New Feature ◽  
Education Markets

Academic dishonesty in higher education is a perverse problem affecting institutions of learning in many countries across the globe. More alarmingly, numerous studies have pointed to increasing rates of cheating and plagiarism over the past few decades offering a wide array of explanations and theories for this trend. A relatively new feature of both higher education and the discussion of academic dishonesty involves the growing market for online education. Within the last decade, online education has become a permanent fixture increasing its reach in education markets throughout the world. The trend of online education is seen as bringing with it a new set of opportunities and challenges related to academic dishonesty. With high rates of cheating already a well‑documented problem in the traditional (face‑to‑face) learning environment, it is important to analyze how online education factors into this scenario. The goal of this paper is to provide the reader with a critical analysis of the current literature on academic dishonesty in online education and to propose areas for future research where gaps in the literature exist.

FACULTY DEVELOPMENT PROGRAMS: THE FREQUENCY AND VARIETY OF PROFESSIONAL DEVELOPMENT PROGRAMS AVAILABLE TO ONLINE INSTRUCTORS

2012 ◽  
Vol 16 (5) ◽  
Author(s):  
Jennifer Heather Herman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Online Instruction ◽  
Teaching And Learning ◽  
Online Survey ◽  
Development Programs ◽  
Online Instructors ◽  
Learning Development ◽  
Printed Materials

Online education is no longer a peripheral phenomenon in higher education: over one-third of faculty have taught or developed an online course. As institutions of higher education expand their online education offerings, administrators need to recognize that supporting faculty through the use of incentives and through effective faculty development programs for online instruction is important to the improvement of the quality of educational programs. This quantitative study used an online survey to investigate the types and frequency of faculty development programs for online instruction at institutions with an established teaching and learning development unit (TLDU). The average TLDU offered about fifteen different types of faculty development programs, the most common being websites, technical services, printed materials, and consultation with instructional design experts.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

scholarly journals Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

2020 ◽  
Author(s):  
Suhaib Muflih ◽  
Sawsan Abuhammad ◽  
Reema Karasneh ◽  
Sayer Al-Azzam ◽  
Karem H Alzoubi ◽  
...  
Keyword(s):  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Online Survey ◽  
Ethical Issues ◽  
Past Experience ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Online Social Media ◽  
Online Tools

Abstract Background: The online teaching demand has increased tremendously to promote the implementation of online teaching-leaning system to meet the need of students during the outbreaks of emerging infectious disease. This study aims to explore whether the pandemic of COVID-19, which requires universities to rapidly offer online learning, will affect attitudes about online education for undergraduate health sciences students. Also, it investigates the barriers for using online tools. Method: A cross-sectional survey using online social media was used to recruit eligible participants. The data for this study were focused on students’ experiences utilizing an online education method offered by the Jordanian government universities. This study is utilizing newly developed measuring tools that are expected to enable students to evaluate online teaching in terms of their own learning progress. Results: A total of 1,210 participants agreed to complete the online survey questionnaire. The mean score preparedness and attitude toward online education was average. The majority of students agreed that online courses helped assign reading and homework time better than on-campus approach (75.0%) and felt comfortable to actively communicate with my classmates and instructors online. Zoom and eLearning were the most common online platforms utilized by students. The geographic locations, lack of past experience on using online tools, and lack of past experience on using online tools were identified by students as the main barrier to online educations. Conclusions: Although the pandemic of COVID-19 appeared as uncommon catalyst for promoting eLearning, further research is needed to assess whether learners are ready and willing to make greater use of online education to obtain high quality teaching and learning opportunities, which could totally change educators’ and students’ attitudes and impression, and subsequently the general themes of online education.

scholarly journals The Development of Online Learning in Israeli Higher Education

2020 ◽  
Vol 9 (5) ◽  
pp. 15 ◽  
Author(s):  
Erez Cohen ◽  
Nitza Davidovitch
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching Method ◽  
Free Market ◽  
Real Life ◽  
Ministry Of Education ◽  
The World ◽  
Research Findings

The COVID-19 pandemic that swept through the world in 2020 and forced the various higher education institutions in Israel and around the world to promptly embrace the online teaching method, placed on the agenda the question of this method&rsquo;s efficacy as well as deliberations regarding its future implications. The current study reviews the development of online teaching in Israel&rsquo;s higher education and examines whether this development derives from an organized and well-formulated public policy with a view to the future or is the result of the constraints and various actors within the free market. In addition, the study presents a case study of an academic institution, examining the opinions of students with regard to the benefits and shortcomings of online teaching. The research findings indicate that the development of online teaching in Israel is the result of needs, constraints, and opportunities that emerged in the free market rather than a result of organized public policy by the Ministry of Education and the Council for Higher Education. Consequently, the study presents the various implications of these unregulated developments for the quality of teaching and for student satisfaction. The study illuminates a thorough discussion that should be conducted by movers of higher education and academic institutions concerning a new effective designation of the campuses following the COVID-19 crisis as well as the distinction between virtual and real-life dimensions of academic teaching.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

Engineering Education for All

2018 ◽  
pp. 1280-1294
Author(s):  
Roofia Galeshi
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Self Efficacy ◽  
Online Survey ◽  
Access To Higher Education ◽  
Computer Engineering ◽  
Science Students ◽  
Men And Women ◽  
American University ◽  
Face To Face

For many men and women across the world, distance education has improved access to higher education. Distance education could potentially help bridge the gap that divides the East and the West. A group of highly motivated young men and women from the Middle-East with undergraduate degrees in electrical engineering, computer engineering, and computer science students were given an opportunity to earn a Ph.D. degree from a high ranking American university. These highly motivated men and women then were asked to participate in an online survey that aimed at comparing their perception of online education versus face-to-face education. The result indicated that there was no association between the students' degree of self-efficacy and feeling of inclusion in online versus face-to-face courses. Moreover, the result indicated that there was no association between gender and self-efficacy regardless of the medium of the choice.

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