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.

scholarly journals Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective

2020 ◽  
Vol 10 (12) ◽  
pp. 368
Author(s):  
Nadezhda Almazova ◽  
Elena Krylova ◽  
Anna Rubtsova ◽  
Maria Odinokaya
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Negative Impact ◽  
Academic Staff ◽  
Teaching Experience ◽  
Educational Process ◽  
University Teachers ◽  
Russian Higher Education

The COVID-19 pandemic has tremendously affected higher education systems in Russia and all over the world, forcing to transform curriculum into an online format, which is a challenge for all the educational process participants. The current study discusses the implementation of online learning amid the COVID-19 pandemic in the Russian higher education context and investigates the challenges experienced by university teachers during this period to define their readiness for online education. To address the above-mentioned issues, a study was conducted in Peter the Great St. Petersburg Polytechnic University. A variety of methods of scientific and pedagogical research were used including systematic structural analysis, synthesis, work with research papers, the generalization of experience and experimental work, observation, surveys, etc., with 87 university teachers asked to respond to several sets of questions describing their online teaching experience after the launch of online education amid the COVID-19 pandemic. The analysis of the participants’ answers helped to identify the following main challenges experienced by university teachers: computer literacy level, the university electronic environment and support, academic staff readiness and students’ readiness for online learning, the last two being the most important hindering the implementation of the efficient online education process. It was also underlined by most respondents that methodological work of a teacher in a digital educational environment differs from conventional teaching methods. Thus, psychological, technological, methodological support and teachers’ professional development programs are of vital importance to minimize the negative impact of the rapid changes of the educational process and to ensure efficient online education.

Professional development in the transition to online teaching: The voice of entrant online instructors

ReCALL ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 88-111 ◽  
Author(s):  
Müge Adnan
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Teaching ◽  
Real Life ◽  
Online Faculty ◽  
Online Instructors ◽  
Online Faculty Development ◽  
Integration Of Technology ◽  
The Voice ◽  
Traditional Roles

AbstractProfessional development (PD) is critical for instructors who are adopting new roles and competencies in online teaching environments. This mixed-method study examines an online faculty development programme in Turkey, reflecting upon participants’ expectations, readiness and satisfaction. The findings indicate a significant relationship between individual readiness and satisfaction, and reveal that readiness positively predicts satisfaction. Participants’ reflections demonstrate that, to enhance their traditional roles, they need competencies for online learning environments and active practice in real-life applications. PD is important for introducing the new pedagogies required and for integration of technology, while the adoption of new roles is key to developing competent online instructors who have a positive attitude to online learning.

scholarly journals Faculty Training for Online Teaching: Roles, Competences, Contents

2019 ◽  
Vol 28 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Mansur F. Galikhanov ◽  
Gulnara F. Khasanova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Core Competencies ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Teaching Online ◽  
Online Teachers ◽  
Training Faculty

An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

scholarly journals PSII-B-20 Benefits of a lecture teaching assistant in hiflex courses

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 502-503
Author(s):  
Taylor Barnes ◽  
Jessica L Leatherwood ◽  
Kathrin Dunlap
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Online Student ◽  
Face To Face ◽  
Science Courses ◽  
Future Success

Abstract The Covid-19 pandemic has required implantation of online education strategies, even for animal science courses, that are traditionally delivered face-to-face (F2F). As universities reopened many students were given the option of attending classes either F2F or remotely via live stream. This scenario, where some students are present in-person while others are present online simultaneously, is referred to as hiflex teaching. Face-to-face and online teaching strategies are established and literature contains pedagogical information, however hiflex teaching presents previously unencountered challenges. It can be difficult for instructors to maintain engagement with, essentially, two separative audiences of students. The objective was to address this issue by providing a graduate teaching assistant (TA) to large lecture courses, where traditionally TA positions were reserved only for lab courses. The hypothesis was that this would enable both audiences to receive appropriate focus. In this study, a TA attended the F2F lecture for an introductory equine science course (total students: n = 75; remote students: n= ~55), with the role of monitoring the simultaneous Zoom session with remote students. We found that questions from remote students increased when they had the ability to post them in real-time using the Zoom chat feature, as opposed waiting for a break in instruction in F2F situations. Having the TA present in the classroom enabled them to answer basic questions via Zoom, and to interact with the instructor should a question arise online that would benefit all students in the course. This allowed the instructor to effectively teach without taking up valuable class time alternating between programs on the computer and risking missing an online student question. This approach received positive feedback from the instructor and students alike. Additionally, it provided a novel teaching experience for a graduate TA. Similar strategies may be used to help to facilitate future success in hiflex courses.

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.

scholarly journals Understanding Faculty Attitudes about Distance Education: The Importance of Excitement and Fear

2015 ◽  
Vol 19 (4) ◽  
Author(s):  
Jennifer Bunk ◽  
Rui Li ◽  
Esther Smidt ◽  
Christopher Bidetti ◽  
Brett Malize
Keyword(s):  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Research Question ◽  
Teaching Experience ◽  
The United States ◽  
Faculty Attitudes ◽  
Full Time ◽  
University Administrators ◽  
The Relationship

The purpose of the present study is to further understand faculty attitudes about distance education by exploring the psychological processes through which these attitudes are influenced. We explored the following research question: Do feelings of excitement versus fear mediate and/or moderate the relationship between online teaching experience and various faculty attitudes about online education? Survey data from 152 part- and full-time faculty from a midsize public university in the Mid-Atlantic region of the United States was utilized. Multiple regression analyses revealed that excitement versus fear mediates the relationship between online teaching experience and all of our outcome variables, and that excitement versus fear moderates the relationship between online teaching experience and the extent to which faculty feel that their institution is pushing too much instruction online. Our results demonstrate the importance of excitement versus fear in explaining why some faculty have negative rather than positive attitudes about distance education. Our results suggest that university administrators may find it helpful to implement policies and practices that instill a sense of excitement about distance education in all faculty.

Research on the Marketing Strategy of Online Education -- Taking New Oriental as an Example

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Jialu Chen ◽  
Yingxiao Han ◽  
An Li
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Large Scale ◽  
Target Market ◽  
Growth Trend ◽  
Continuous Growth ◽  
Financial Investment ◽  
Marketing Mode ◽  
Marketing Costs

In recent years, with the development of society and the progress of science and technology, online learning has penetrated into people's daily life, and people's demand for high-quality curriculum products is more and more strong. From a macro perspective, the continuous growth of national financial investment in education, the continuous upgrading of China's consumption structure, the development of 5G technology and the popularization of AI intelligence make online teaching less limited. The online education industry is showing an explosive growth trend. More and more online education institutions are listed for financing, and the market value is soaring. However, in 2019, except for GSX, the latest online learning platforms such as New Oriental, Speak English Fluently and Sunlands, have been in a state of loss. Most of these agencies seize the market by increasing advertising investment, but at the same time, they also bring huge marketing costs, which affect the financial performance of the company. With the enhancement of Matthew effect, large-scale educational institutions occupy a large market through free classes and low-price classes, while small and medium-sized institutions with weak capital strength are often unable to afford high sales costs, facing the risk of capital chain rupture. Taking new Oriental online as an example, this paper analyzes the problems existing in the marketing strategies of online education institutions. It also puts forward suggestions on four aspects, which are target market, differentiated value, marketing mix and marketing mode, so as to make sure that online education institutions can control marketing expenses and achieve profits by improving course quality, expanding marketing channels and implementing precise positioning.

scholarly journals Online Engineering Pedagogy: A Proposal for Specialization of the Teacher Training in Engineering

2021 ◽  
Vol 11 (5) ◽  
pp. 105
Author(s):  
Diego Gormaz-Lobos ◽  
Claudia Galarce-Miranda ◽  
Hanno Hortsch
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Communication ◽  
Communication Strategy ◽  
University Teaching ◽  
Pilot Training ◽  
Training Course ◽  
Engineering Pedagogy

The context of the COVID-19 pandemic produced new immediate needs in the field of university teaching related to distance learning and forces the universities to transform their “traditional” face-to-face teaching methods, particularly with the implementation of online education. This situation represented a challenge not only for the universities but also for the teachers because they need to transform their teaching work in the classroom to online strategies for online learning environments. To meet these needs for effective online education an online pilot training course in Engineering Education based on the IGIP Curriculum of the TU Dresden was designed and implemented. The course “Introduction to online teaching and learning in engineering” (in Spanish: “Introducción a la Enseñanza-Aprendizaje Online en Ingeniería”) consisted of 4 modules implemented on a mix of online communication strategy of synchronous activities carried out on the Zoom platform, together with asynchronous work on a Moodle-based LMS platform. The course was offered between May and June 2020 for a group of academics of the Faculty of Engineering of a public Chilean University. This paper describes the designed online pilot training course in Engineering Pedagogy and presents the results of the evaluation of its implementation. For this a survey was applied and filled by the participants to evaluate the course and to know their per-ceptions about their competencies development to improve online learning in engineering.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

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.

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