The Demographic Variables as the Predictors of the Teaching Competencies of Online Instructors in the Universities of Pakistan

2021 ◽  
Vol 7 (1) ◽  
pp. 5-9
Author(s):  
Maria Bibi ◽  
Farhana Khurshid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Professional Training ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Online Learning Environment ◽  
Years Of Experience ◽  
Teaching Competencies ◽  
Online Instructors

Instructors’ demographic variables plays an important role in their teaching competencies for quality instruction (Aramide, Ladipo, & Adebayo, 2015). The demographic variables includes instructors’ qualification, age, years of teaching experience, and the number of professional training attended.   The main aim of this research was to identify the influence of demographic variables on the teaching competencies of the instructors, teaching in online learning environment. The ‘online teaching competencies (OTCs) matrix was utilized as theoretical framework for current research. This study was conducted in the three universities of Pakistan those who are offering online programs and courses to their students. The sample of the study consisted of 250 instructors, teaching in online learning environment. Data was collected through a Five-point Likert scale questionnaire developed by Bigatel, Ragan, Kennan, May, & Redmond (2012). Multiple regression analysis was applied to analyze the data.   Finding shows that the demographic variables ‘years of experience’ and ‘qualification’ influenced teaching competencies of instructor, as compared to their age and ‘number of professional trainings attended. Findings showed that ‘years of experience’, ‘number of professional training attended’ and ‘qualification’ are the predictor of instructors’ teaching competencies.

Training Prospective Online Instructors

2011 ◽  
pp. 151-165
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Empirical Research ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Training Topic ◽  
Effective Training ◽  
Design Theories ◽  
Online Instructor

Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on use of theory when designing curriculum. Information in this study reports what empirical research shows about online instructor use of different design theories. It identifies design theories that have not been researched in regard to online instructor utilization of theory, and it illustrates how frequently online instructors use nine of the design theories.

From Brick to Click Classrooms: A Paradigm Shift During the Pandemic—Identifying Factors Influencing Service Quality and Learners’ Satisfaction in Click Classrooms

2022 ◽  
pp. 0258042X2110662
Author(s):  
Kamalpreet Kaur Paposa ◽  
Sukhvinder Singh Paposa
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Service Quality ◽  
Paradigm Shift ◽  
Online Teaching ◽  
Future Research ◽  
Online Learning Environment ◽  
Interactive Learning Environment ◽  
Factors Influencing

The most crucial determinant of success in any service environment is the perception of the customers about the service quality or the product quality as it derives satisfaction and loyalty. Considering this imperative, the present review focuses on the service quality of online teaching, which has become a new normal during the pandemic. The pandemic has resulted in a paradigm shift of imparting education from brick to click classrooms. Hence, this article reviews the literature on the factors influencing service quality of click classrooms and mentions the parameters that lead to learners’ satisfaction. The systematic review helps in understanding how the research in this field has progressed. It is evident from this review that creating an interactive learning environment, giving prompt feedbacks, providing rich digital resources and course content, competent and skilled faculty members and continuous student support play a crucial role in enhancing the service quality of click classrooms leveraging learners’ satisfaction. The findings of this study support the educational institutions towards developing a sound and sustainable online learning environment by comprehending the students’ expectations about the service quality of an online learning environment. The study aims to propel future research works towards improving the service quality of click classrooms and enriching learners’ experience to impart quality education for all the stakeholders.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

scholarly journals The role of online faculty in supporting successful online learning enterprises: A literature review

2017 ◽  
Vol 3 (1) ◽  
pp. 136-155 ◽  
Author(s):  
Sarah J Dhilla
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Strong Influence ◽  
Teaching Experience ◽  
Virtual Learning Environment ◽  
Online Faculty ◽  
University Administrators ◽  
Online Instructors

This review examines research regarding instructors’ perceptions of the online teaching experience and explores ways in which university administrators can better support online faculty as their institutional online learning enterprises grow. The following sections examine how the growth in online education has led to increased interest in the experiences of online faculty. An examination of these issues illuminates many of the unacknowledged external factors that have a subtle, but strong influence on online instructors and their experiences in the virtual learning environment.

The Vital Importance of Faculty Presence in an Online Learning Environment

2019 ◽  
pp. 531-543
Author(s):  
Ni Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Courses ◽  
Solid Content ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
High Quality ◽  
Online Instructors ◽  
Faculty Presence

One of the instructional methods, which is favored by students and which could arguably provide high quality educational opportunities, is faculty presence, as it makes possible the interaction between instructor and students and between students and students in a virtual learning environment. Online instructors and academic administrators in higher education cannot simply hold an assumption that quality online courses or student learning could largely depend upon good internet connectivity, high quality equipment, solid content knowledge of instructors, and beautifully designed online courses. The presence of an online instructor cannot ever be neglected or marginalized in online students' learning success. Therefore, it is highly significant to address the roles that instructors play in an online learning environment in order to underscore the crucial importance of faculty presence in the success of student learning.

A fit for purpose pedagogy: Online learning designing and teaching

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jay Andrew Cohen
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Practical Implication ◽  
Online Learning Environment ◽  
Learning Material ◽  
Learning Design ◽  
Content Type ◽  
Face To Face ◽  
Fit For Purpose

Purpose As online learning becomes more ubiquitous and particularly in consideration of the current need to move classroom based teaching online given Covid-19, it seems opportune to address the pedagogical differences between online and face-to-face teaching, so that online delivery moves beyond the paradigms of its face-to-face counterpart, such as the lecture. 10; 10;This paper explores the need for a fit for purpose pedagogical approach for online learning, as opposed to one in which a classroom based pedagogy is applied, often rather clumsily to an online learning environment. Design/methodology/approach The engagement of students in an online learning environment is closely associated with student success. The argument is that students who are actively engaged are more likely to learn and to achieve greater success. Student engagement is facilitated through the design and arrangement of the learning material, and by the presence, attitude and the facilitation of learning by the online teacher or trainer. Findings Rather than presenting any research findings this paper simply explores concepts relating to online learning design and online teaching. Practical implications The practical implication of this paper are better alignment between teaching/training interventions and learning design. Originality/value This paper is a viewpoint paper and is original. This paper has not been submitted elsewhere. 10; 10;This paper would be a valuable resource for those new to online learning or those looking to establish a fit for purpose approach to online learning.

scholarly journals A Study On Online Language Learning Environment For College Students In Tamil Nadu

2021 ◽  
Vol 12 (5) ◽  
pp. 1573-1578
Author(s):  
J. Jeyarani, Et. al.
Keyword(s):  
College Students ◽  
Online Learning ◽  
Learning Environment ◽  
Language Learning ◽  
Online Teaching ◽  
Tamil Nadu ◽  
English Language ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
Online Language Learning

Online learning environment and strategies provide ample and valid opportunities to explore, discover and perform with the wonders of technology. This paper surveys and analyses the online language learning environment of college students in Tamil Nadu. The study examines the specific advantages of the learning environment and the instructional methods employed in the virtual learning environment. The study is undertaken with college students from different districts of Tamil Nadu who underwent a pre-assessment and a post assessment before and after they participated in the structured online English language classes constituting the research. The study puts forward the use of technology, different modern teaching theories and practises, a deviation from normal teaching, innovative online teaching methods of English language skills, a difference of learning scenario, all intended to benefit students with different language levels and comprehensive capacities, and most significantly to balance and tone down lapses, if any, in online learning environment. The pre and post assessments of the participant students are statistically presented herewith which depicts the benefits as well as barriers of online language learning environment of college students in Tamil Nadu.

Engaging instructional design and instructor role in online learning environment

2018 ◽  
Vol 42 (7/8) ◽  
pp. 366-380 ◽  
Author(s):  
Vishal Arghode ◽  
Earl Brieger ◽  
Jia Wang
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Online Instruction ◽  
Online Learning Environment ◽  
Learner Engagement ◽  
Online Instructors ◽  
Content Type ◽  
Online Instructional Design ◽  
Narrative Literature Review

Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

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