scholarly journals COVID-19 Crisis and Faculty Members in Higher Education: From Emergency Remote Teaching to Better Teaching through Reflection

2021 ◽  
Vol 5 (1) ◽  
pp. 118-122
Author(s):  
Chuck Hodges ◽  
Denver Fowler
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Hybrid Instruction ◽  
Face To Face ◽  
Short Essay

This short essay highlights how the COVID-19 crisis forced many faculty members in the higher education setting to abruptly transition from face-to-face and hybrid instruction to remote teaching.  We highlight how emergency remote teaching can lead to overall improved instruction (regardless of future course modality) and better preparedness (for future crises) through an asserted effort to reflect on the experience as a whole.

Hybrid Learning

2016 ◽  
pp. 1-28
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

scholarly journals Multi-level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Engin Karadag ◽  
Ahmet Su ◽  
Hatice Ergin-Kocaturk
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Student Satisfaction ◽  
Hierarchical Linear Modeling ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Linear Modeling ◽  
Education Systems ◽  
Face To Face ◽  
Academic Activities

AbstractCOVID-19 pandemic triggered distance education in higher education. Decisions such as isolation, social distancing and quarantine made by countries unexpectedly and suddenly forced face-to-face education to change to distance education within days. All academics around the world had to move online overnight. All the educational and academic activities in higher education (courses, exams, meetings, etc.) had to be conducted online in a few days. Based on these changes, this study aimed to analyze the relationships among student, faculty (adaptations of faculty members to distance education) and institutional (distance learning capacities of the universities) variables that affected satisfaction of the students related to distance education in higher education institutions in Turkey during COVID-19 pandemic using hierarchical linear modeling (HLM). The study group included 14,962 students and 3631 academics from 30 universities. The results showed that universities with higher distance education capacities got higher satisfaction scores. HLM analysis showed that 43% of the variation in satisfaction scores resulted from universities. The second HLM analysis showed that 44% of the overall satisfaction score variance of the students could be explained by the factors of university features (Level 2: distance education capacity and acceptance and use of distance education systems of faculty members). Thus, it was determined that 44% of the university factor calculated as 43% in Model 1 (which is calculated within students’ general satisfaction scores) resulted from the distance education capacity and the acceptance and use of distance education systems of faculty members. The findings of this study provide insights to improve distance education by stakeholders of higher education institutions.

Hybrid Learning

2016 ◽  
Vol 8 (1) ◽  
pp. 1-25
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Approaches ◽  
Face To Face ◽  
The Face ◽  
Face To Face Learning ◽  
Definition Of ◽  
Higher Education Advancement

Hybrid learning has been utilized as a transitional learning method to make advantage of both face-to-face and online learning platforms. In this article, the authors explored how faculty members perceive using simultaneously multiple platforms in higher education such as face-to-face, online, and hybrid platforms in teaching. In this study, the authors examined how faculty members defined hybrid learning. They also explored how the participants perceive both hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The purpose of this research was to develop an analytical overview of one of the learning approaches such as hybrid and its impact on higher education. The authors have interviewed ten faculty members in order to achieve this objective. The results illustrated that faculty members do not have one single definition of hybrid learning but rather they have multiple definitions. Faculty members also demonstrated that they support online learning because it achieves more accessibility to higher education, yet, they believe the face-to-face learning achieve more quality of education.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

2012 ◽  
pp. 13-27
Author(s):  
Pamela M. Golubski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Web 2.0 ◽  
Faculty Members ◽  
Retention Rates ◽  
Campus Community ◽  
Interactive Technologies ◽  
Face To Face ◽  
Technological Tools ◽  
The Web

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

scholarly journals Higher Education Teaching Practices Experience in Mexico, During the Emergency Remote Teaching Implementation due to COVID-19

2021 ◽  
Vol 6 ◽  
Author(s):  
Rogelio Zapata-Garibay ◽  
Jesús Eduardo González-Fagoaga ◽  
Clara Judith González-Fagoaga ◽  
José Rafael Cauich-García ◽  
Ismael Plascencia-López
Keyword(s):  
Higher Education ◽  
Education System ◽  
Teaching Practices ◽  
Online Courses ◽  
Public Institutions ◽  
Faculty Members ◽  
Full Time ◽  
Face To Face ◽  
Technological Tools ◽  
Higher Education Teaching

Higher education teaching practices experience in Mexico changed from face-to-face teaching to the emergency remote teaching derived from the health contingency by COVID-19. The change from face-to-face to an online modality in the Mexican education system represented a great challenge for teachers of all educational levels. In Mexico, the federal government declared on Tuesday March 24, 2020, Phase 2 of the plan to address the country’s Covid 19 pandemic. Governments in at least ten states decided to suspend their activities and services as of March 17, including the education system. On April 13, the Mexican education system began activities in the online modality exclusively; however, derived from the country’s technical adequacy and digital connectivity conditions, a large proportion of the educational campuses, academic programs, and the teaching staff were not prepared for this situation. This cross-sectional study was carried out to analyze the faculty members experiences about the change from face-to-face to an online modality in the health emergency context due to the COVID-19 outbreak. We designed a study to gather information on practice in the new online learning scenario. For this purpose, we collected data on the previous experience in the conduct of online courses, the technological tools used, the barriers faced while driving online courses, the current conditions of use of educational and technological tools, the vision for the future, and some indicators of physical and mental health.In a sample of 341 faculty members, those working in public institutions were on less favorable terms than their peers attached to private universities. In contrast, lecturers recorded better conditions for dealing with modality change than full-time teachers. Likewise, lecturers more often mentioned having their infrastructure to teach courses from their homes than full-time teachers, which indeed responds to less access to the universities facilities in which they teach. Another important aspect to highlight is the increased proportion of teachers in public institutions and lecturers who have other jobs, so their workload can be more intense than those of their peers.

scholarly journals Challenge Accepted: Experiences of Turkish Faculty Members at the Time of Emergency Remote Teaching

2021 ◽  
Vol 11 (Sp.Issue) ◽  
Author(s):  
Faik Özgür Karataş ◽  
Sevil Akaygun ◽  
Suat Çelik ◽  
Mehmet Kokoç ◽  
Sevgi Nur Yılmaz
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Private Higher Education ◽  
Survey Method ◽  
Snowball Sampling ◽  
Online Questionnaire ◽  
Technical Problems ◽  
Face To Face

The Covid-19 pandemic caught everyone unprepared. Higher education institutions were expected to be the least affected due to their long history of distance education, which has enabled the development of expertise and technical infrastructure, but were they? The present study focuses on faculty members’ experiences at the time of emergency remote teaching and afterwards. The survey method was devised to conduct the study. An online questionnaire called the Emergency Remote Teaching Views Questionnaire was developed by the researchers and administered at higher education institutions throughout Turkey. With a combination of convenience and snowball sampling, 351 faculty members from 72 different public and private higher education institutions were reached. The descriptive analysis of the data revealed that almost 62% of the faculty members had never taken any form of training regarding online distance education before the Covid-19 pandemic. Although one fifth of the faculty members indicated that they had had distance education experience three times or more before the pandemic, around 62% of them encountered remote teaching for the first time. Many faculty members indicated that they spent more time on remote teaching than face-to-face teaching; they had trouble following students’ development; the students were disinterested in the classes; they had technical problems, but they also received support from their institutions. Although only one fourth of the faculty members reported being unsure about the quality of their remote teaching, three fourths of them believed that it was not as fruitful as face-to-face teaching. This was especially evident in the area of assessment and evaluation. Based on these results, it can be concluded that higher education institutions were caught unprepared, but their adaptation was very quick.

scholarly journals Intrinsic and Extrinsic Motivation to E learning in Higher Education Institutions

2013 ◽  
Vol 12 (1) ◽  
pp. 3131-3137
Author(s):  
Abdulkareem Al-Alwani
Keyword(s):  
Higher Education ◽  
Extrinsic Motivation ◽  
Administrative Support ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Release Time ◽  
Face To Face ◽  
Physical Resources ◽  
E Learning ◽  
Strongly Agree

There were many researches which were conducted about implementation of e learning in Higher Education Institutions, but few of them were focused on the motivation of e learning. Even though, there are many applications of e learning in Higher Education Institutions, it is very obvious that there is a resistance to e learning from many users in different fields. The researcher in this study tries to examine the knowledge of selected faculty members to know what their motivations are towards e learning. The research explores various intrinsic and extrinsic motivations such as physical resources, accessibility to internet, perception towards e learning, training, pedagogy and teaching strategies, confidence, comparison to face-to-face teachings, time factor, administrative support, lack of time for students, lack of monitoring, recognition, workload, relevancy to taught courses, in-adequate release time, age, and students technical knowledge. Faculty from various countries responded ‘strongly agree that adequate and workable physical resources, and accessibility to internet have high percentage (>30%) that motivates them to utilize e learning. While a small percentage chose less agree and disagree to other responses that contribute to motivation towards e learning.

The Perception of Faculty Members on Hybrid Learning

2016 ◽  
pp. 1620-1647
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Needs ◽  
Learning Approaches ◽  
Face To Face ◽  
Online Platforms ◽  
Teachers And Students ◽  
Higher Education Advancement

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.

The Perception of Faculty Members on Hybrid Learning

2015 ◽  
pp. 178-203
Author(s):  
Nahed Abdelrahman ◽  
Beverly J. Irby
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Hybrid Learning ◽  
Faculty Members ◽  
Learning Needs ◽  
Learning Approaches ◽  
Face To Face ◽  
Online Platforms ◽  
Teachers And Students ◽  
Higher Education Advancement

In this chapter, the authors examine the perceptions of faculty using online and hybrid platforms in teaching. Hybrid/blended is a method in which faculty members use both online and face-to-face simultaneously. The study examined how faculty participants defined hybrid learning. In addition, researchers examined what the participants' thought of hybrid and online learning as vehicles for higher education advancement as well as strategies to attract more students to higher education. The main objective of this study is developing an analytical overview of one of the learning approaches such as hybrid and its effect on the learning process in the higher education. Ten faculty members were interviewed in order to achieve this objective. The results revealed that faculty members have multiple definitions of hybrid as it is not only teaching using face-to-face and online platforms but rather it is a way both teachers and students can meet their teaching and learning needs.

scholarly journals Global Leadership in Sino-US Cross-border Higher Education

2019 ◽  
Vol 8 (6) ◽  
pp. 240
Author(s):  
Xin Bu ◽  
Patty Kero
Keyword(s):  
Higher Education ◽  
Joint Venture ◽  
Global Leadership ◽  
Faculty Members ◽  
Shared Understanding ◽  
American Universities ◽  
Face To Face ◽  
Branch Campuses ◽  
International Branch Campuses ◽  
Cross Border

Cross-border higher education co-delivered by Chinese and American universities has grown in recent decades. The study focuses on six International Branch Campuses (IBCs) in China, a joint venture between American universities and their Chinese partners. Fourteen Western faculty members who have worked at IBCs were interviewed face-to-face on a one-on-one basis. Three themes were identified in the results: (1) concerns about decision-making, (2) faculty-administrator relationships, and (3) a lack of shared understanding. Implications were provided to leaders from the Chinese partner universities and the home campuses. 

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