scholarly journals Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

2022 ◽  
Vol 6 ◽  
Author(s):  
Hava Sason ◽  
Egoza Wasserman ◽  
Mordechai Zvi Safrai ◽  
Shlomo Romi
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Academic Program ◽  
Online Teachers ◽  
Learning And Teaching ◽  
Perceptions Of Students ◽  
Education College ◽  
Different Characteristics ◽  
Student's Perceptions

Social distancing during the COVID-19 pandemic forced the education system to instantly transition to online learning and teaching. Studies show that the challenges of emergency remote teaching (ERT) differ from those of online learning during routine times. Do student’s perceptions of teachers’ roles during online learning differ between ERT and routine online classes as well? Addressing this question can illuminate different aspects of the role of a teacher at different times, thus facilitating the improvement of online learning. This study compares students’ perceptions of their teachers’ roles in the online courses they attended during the pandemic, with perceptions of students who attended online courses in routine times when distance learning was a regular part of the academic program. The participants who attended online courses during routine times were 520 undergraduates in a teacher-education college. A second group of 475 undergraduates from the same college responded at the end of a semester of emergency online learning during the pandemic. Both groups answered questionnaires regarding their perception of four aspects of the role of online teachers: pedagogical, technical, affective, and differentiating. The findings showed that during emergency times, students had significantly higher expectations for teachers’ technical and affective roles than in routine times. However, students had lower expectations regarding teachers’ differentiating role during emergencies, and similar expectations for teachers’ pedagogical role in both situations. These findings highlight the need to plan curricula to suit different situations and different needs, and emphasize the different characteristics of the teachers’ role in different situations, in order to optimally address students’ needs in times of routine and emergency alike.

The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

scholarly journals Massive open online courses for continuing professional development of GPs

2020 ◽  
Vol 13 (9) ◽  
pp. 522-527
Author(s):  
Emily Player ◽  
Alice Shiner ◽  
Nick Steel ◽  
Veena Rodrigues
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Online Courses ◽  
Continuing Professional Development ◽  
Massive Open Online Courses ◽  
Technology Enhanced Learning ◽  
Learning Technology ◽  
Massive Open Online ◽  
Enhanced Learning

Continuing professional development (CPD) is essential for the maintenance and improvement of the knowledge and skills of healthcare professionals. GP registrars are required to evidence CPD in their ePortfolio and likewise, GPs are mandated to accrue and evidence a minimum of 50 hours CPD for their annual appraisal. CPD can be delivered in many ways, with an increasing movement towards online learning. Technology-enhanced learning (TEL) encompasses online learning and is ever changing. This article will discuss a type of TEL known as massive open online courses (MOOCs) and the role of MOOCs in delivering CPD.

scholarly journals DEVELOPMENT A CONTENT MODEL OF TEACHING ARABIC IN MASSIVE OPEN ONLINE COURSES (MOOC) AT HIGHER EDUCATION INSTITUTIONS

2021 ◽  
Vol 6 (44) ◽  
pp. 68-80
Author(s):  
Noraina, I Sofia ◽  
Z Ghazali ◽  
Mahazir, I Irwan ◽  
M.H Norfaezah
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Arabic Language ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning And Teaching ◽  
Teaching Platform ◽  
Content Model

Online learning systems are viewed as a potentially significant platform for learning and teaching (T&L) process during the Covid-19 pandemic that has spread worldwide since December 2019. Massive Open Online Courses (MOOC) is one of popular online learning platforms used around the world and has gain attention among lecturers nowadays in higher education institutions (HEIs). Due to its features, many institutions as well as in Malaysia started to develop MOOC as learning and teaching platform especially for Arabic language. However, problems that are often faced by Arabic language lecturers are less confident in producing aspects of multimedia teaching content. Hence, the purpose of this paper is to develop the content model of teaching Arabic in MOOC using Interpretive Structural Modelling (ISM) technique. A total of 14 elements identified by the agreement of 7 experts for the content model of Arabic MOOC which was generated through ISM software. Based on the findings, there are two most important elements; the element of determine topics, objectives, and learning outcomes for students to understand better the purpose of learning and element of ensure course materials use the appropriate type of writing for students' understanding while this model ends with the element of providing comment space to encouraged interaction among learners and lecturers. It is hoped that the study could be a reference and suggestion to Arabic lecturers in using the MOOC as a teaching platform while increase the effectiveness of MOOC implementation in Malaysian higher education institutions.

scholarly journals LAYANAN INFORMASI OLEH GURU BK UNTUK MENGETAHUI PERSEPSI SISWA TENTANG PENGINFORMASIAN HASIL TES INTELIGENSI

Konselor ◽  
2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Khairul Ummah ◽  
Asmidir Ilyas ◽  
Dina Sukma
Keyword(s):  
High School ◽  
High School Students ◽  
Information Services ◽  
Intelligence Test ◽  
Test Results ◽  
School Students ◽  
Perceptions Of Students ◽  
Different Characteristics ◽  
Student's Perceptions

BK teachers have a very big role in providing an understanding of the different characteristics of students, which includes intelligence. Therefore, researchers feel the need to conduct research on student's perceptions about information intelligence test results through information services by BK teacher in high school Adabiah Padang. This study aimed descriptive form to describe the perceptions of students about information intelligence test results through information services by BK teacher. The population of this study were all high school students of class XI Adabiah Padang. Data collection tool was a questionnaire that reveals student's perceptions about information intelligence test results through information services by BK teacher, then the collected data were analyzed by using percentages. The findings of the study revealed that student's perceptions about information intelligence test results through information services by BK teachers belong to the category quite well. Based on the findings of the study suggested, should be able to provide more intensive information on the results of intelligence test, especially to students who do not understand the benefits and follow-up of intelligence test results obtained.

scholarly journals Academic Integrity of Graduate Online Students in a Curriculum and Instruction Program

2017 ◽  
Vol 2 (4) ◽  
pp. 1 ◽  
Author(s):  
Charlotte Larkin ◽  
Susan Szabo ◽  
Alma Mintu-Wimsatt
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Academic Integrity ◽  
Curriculum And Instruction ◽  
Online Courses ◽  
Preventative Measures ◽  
Learning Platform ◽  
University Policies ◽  
Setting Parameters

With the continued growth of online courses, the academic integrity of students has received much attention. While cheating is certainly not a new phenomenon, the role of technology in the learning environment has mitigated the effectiveness of traditional preventative measures to maintain academic integrity. This research seeks to examine perceptions of cheating among online graduate students enrolled in a Curriculum and Instruction (C&I) program. We found that in general, students believe that cheating is more prevalent and more likely to occur in an online learning platform. Moreover, despite students’ awareness of university policies and consequences, this has not deterred some from cheating. However, it appears that faculty engagement in setting parameters for what constitutes cheating is important.

scholarly journals Intentionality and Players of Effective Online Courses in Mathematics

2021 ◽  
Vol 7 ◽  
Author(s):  
Salman Hussain Raza ◽  
Emmenual Reddy
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Discussion Forums ◽  
Success Rates ◽  
Learning Space ◽  
Problem Solving Skills ◽  
Mathematics Courses ◽  
Learning And Teaching ◽  
Online Mathematics

Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

scholarly journals An Explorative Study To Document Challenges Of Virtual Teaching And Learning Due To COVID 19 Among Graduate Students At The SPH, CHS, Addis Ababa University At 2020.

2020 ◽  
Author(s):  
Mikiyas Yonas ◽  
Mitike Molla
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Addis Ababa ◽  
Virtual Learning ◽  
Teacher Behavior ◽  
Learning And Teaching ◽  
Addis Ababa University ◽  
Virtual Teaching

Abstract Due to COVID 19 pandemic, school over the world has been closed. Globally 1.2 billion students are out of the classroom. Virtual learning is usually associated with online courses or online environments, but it has much broader dimensions. The objective of this study was to explore the challenges of virtual teaching and learning among graduate students at the SPH, CHS, Addis Ababa University. Methods: the phenomenological qualitative study was conducted at Addis Ababa University, on graduate students. Participant was selected by Purposive sampling and data collection was in-depth interview and analyzed by using open-code 4.03.Results In this study two participants participated: one student and one teacher. As the student explain the virtual learning and education was new mode to delivery education in Ethiopia and he told that he did not have any experience before. Despite, teacher states that he has an experience on the online learning and teaching. The participants states that virtual learning have an advantage. However, there are many challenges they list, from these: inadequate internet, costly ineffective, inflexible are the majors. Conclusion: based on the finding from the participants, student hasn’t experience of virtual learning. The factor influence to follow virtual learning is that student was beginner for online learning, and teacher was also beginner in giving virtual teaching, connection problem in our country and teacher behavior are the main problem explored by this study. Even though student and teacher feel it is difficult, they suggest the virtual learning have to be trained in Ethiopia for the future.

scholarly journals Lecture Capture in Online Learning: A Community of Inquiry Perspective

2020 ◽  
Author(s):  
Anna Wood ◽  
Kate Symons ◽  
Jean-Benoit Falisse ◽  
Hazel Gray ◽  
Albert Mkony
Keyword(s):  
Online Learning ◽  
Distance Learning ◽  
Online Education ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Teaching Presence ◽  
Vicarious Learning ◽  
Lecture Capture ◽  
The Creation

This paper presents findings from a study into the value of lecture captures foronline distance learning courses. Although recording on-campus lectures for on-campus students is increasingly common, there has been little scrutiny of the roleof lecture capture in online courses. We address this gap by exploring onlinedistance learning students’ perceptions of two types of recorded media; video-to-camera lectures and lecture captures through the lens of the Community ofInquiry (COI) Framework. The study concluded that lecture captures do notcontribute to the creation of a COI as they do not substantially increase cognitive,social or teaching presence. However, students were enthusiastic about lecturecaptures due to the naturalistic lecturing style and the opportunity to learnvicariously. We suggest that these findings should prompt greater considerationof the role of vicarious learning in online education and the tendency to perceivecampus-based education as being more ‘authentic’.

scholarly journals Challenges Of Virtual Education During COVID 19 Among Graduate Students in Ethiopia

2020 ◽  
Author(s):  
Mikiyas Yonas
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Addis Ababa ◽  
Virtual Learning ◽  
Teacher Behavior ◽  
Learning And Teaching ◽  
Addis Ababa University ◽  
Virtual Teaching

Abstract Due to COVID 19 pandemic, school over the world has been closed. Globally 1.2 billion students are out of the classroom. Virtual learning is usually associated with online courses or online environments, but it has much broader dimensions. The objective of this study was to explore the challenges of virtual teaching and learning among graduate students at the SPH, CHS, Addis Ababa University. Methods: the phenomenological qualitative study was conducted at Addis Ababa University, on graduate students. Participant was selected by Purposive sampling and data collection was in-depth interview and analyzed by using open-code 4.03.Results In this study two participants participated: one student and one teacher. As the student explain the virtual learning and education was new mode to delivery education in Ethiopia and he told that he did not have any experience before. Despite, teacher states that he has an experience on the online learning and teaching. The participants states that virtual learning have an advantage. However, there are many challenges they list, from these: inadequate internet, costly ineffective, inflexible are the majors. Conclusion: based on the finding from the participants, student hasn’t experience of virtual learning. The factor influence to follow virtual learning is that student was beginner for online learning, and teacher was also beginner in giving virtual teaching, connection problem in our country and teacher behavior are the main problem explored by this study. Even though student and teacher feel it is difficult, they suggest the virtual learning have to be trained in Ethiopia for the future.

The Role of Social Constructivist Instructional Approaches in Facilitating Cross-Cultural Online Learning in Higher Education

2014 ◽  
pp. 253-270
Author(s):  
Janella Melius
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Cross Cultural ◽  
Social Constructivist ◽  
Cultural Learning ◽  
Geographic Variations ◽  
Online Learners ◽  
Instructional Videos ◽  
The University

The role of the university is rapidly changing in this new information age, as many courses and programs are using on-line modalities (i.e. live, interactive audio or video or video conferencing, pre-recorded instructional videos, Webcasts, CD-ROMs, DVDs, or computer-based systems accessed over the Internet) as part of their instructional delivery. Online learning education has closed the gap for many learners who would have been unable to attend an institution of higher learning due to family and career obligations; it has also been instrumental with facilitating collaborative learning and teamwork among students in cross-cultural and cross-national settings. However, due to these geographic variations among online learners from culturally diverse backgrounds, instructors may be faced with challenges hindering their facilitation of online courses and the overall learning outcomes among cross-cultural students. The purpose of this chapter is to discuss aspects of these challenges, provide educators across all discipline with an understanding of the role social constructivist instructional strategies have on facilitating an inclusive online cross-cultural learning environment, and provide recommendations for developing strategies to accommodate these diverse students.

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