scholarly journals Experiences of Instructors in Online Teaching: A Phenomenological Study

2021 ◽  
Vol 1 (2) ◽  
pp. 99-117
Author(s):  
Genelyn Baluyos ◽  
Ariel R. Clarin Baluyos
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Negative Experiences ◽  
Teaching Online ◽  
Online Distance Education ◽  
Face To Face ◽  
Hermeneutic Phenomenological ◽  
Online Distance ◽  
Phenomenological Design

The abrupt shift to online distance education as a result of COVID-19 pademic resulted to the diversification of teaching modalities and pedagogies. This study explored the lived experiences of instructors in online teaching during the SY 2020-2021 using Van Manen's hermeneutic phenomenological design. Purposive sampling was used to select the twenty-five participants for the study. In-depth face-to-face interviews were conducted with all the participants to gather information from the teachers. Data analysis was employed using the six components of hermeneutic phenomenological design and with the aid of NVivo software. Results revealed that the instructors’ experiences in online teaching were identified in five themes: preparation of learning materials, realization of learning outcomes, stability of internet connection, availability of technological resources, and difficulty in the conduct of assessment activities. The instructors encountered positive and negative experiences in online teaching. Online teaching enhancement program is recommended in this study.

Gender and Differences in Online Teaching Styles

2011 ◽  
pp. 372-377 ◽  
Author(s):  
Karinda Rankin Barrett
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Teaching Styles ◽  
Men And Women ◽  
Online Distance Education ◽  
Face To Face ◽  
Research On Teaching ◽  
The Face ◽  
Online Distance ◽  
Teaching Learning

Researchers interested in the role gender plays in the educational environment have investigated differences in the teaching styles of men and women in the face-to-face classroom (Caplan, 1994; Clegg, Trayhurn, & Johnson, 2000; Proost, Elen, & Lowyck, 1997; Statham, Richardson, & Cook, 1991; Sullivan, 1999). In distance education, the differences between the teaching styles of men and women are similar to those noted in the face-to-face classroom (Barrett, 2004; Dupin-Bryant, 2004). In both educational settings, men and women prefer different teaching styles. In the face-to-face classroom, differences in the teaching styles of male and female faculty members have depicted women as leaning more towards a learner-centered style than men, even though men and women are exposed to similar experiences in their own educational endeavors (Moulton, 1992; Scotney, 1986; Statham et al., 1991; Stickney-Taylor & Sasse, 1990). The purpose of this discussion is to use research on teaching styles to provide more information about the online environment for those who will be teaching, learning, or administrating online distance education.

Do Virtual Professors Dream of Electric Students? University Faculty Experiences with Online Distance Education

2010 ◽  
Vol 112 (8) ◽  
pp. 2154-2208 ◽  
Author(s):  
Claire Howell Major
Keyword(s):  
Distance Education ◽  
Online Teaching ◽  
Course Design ◽  
Faculty Members ◽  
University Faculty ◽  
Qualitative Synthesis ◽  
Faculty Experiences ◽  
Teaching Online ◽  
Online Distance Education ◽  
Online Distance

Background Faculty acceptance of distance learning plays an important role in its success or failure in higher education. Information about faculty experiences of teaching online can improve understanding about this delivery mode's potential longevity in academe. Exploratory qualitative research has begun to uncover and unpack faculty experiences with online learning. Such studies provide a focused and detailed picture of faculty perceptions of teaching online; however, they have not been considered for what they add to cumulative knowledge. Purpose The purpose of this research was to employ a rigorous and systematic approach to make meaning of individual studies that investigated faculty experiences of teaching online by considering the studies in aggregate. Research Design This study drew upon qualitative synthesis methods to investigate faculty experiences with online teaching. In particular, the study used metaethnography, an interpretive approach, to synthesize findings from nine original studies conducted by 23 researchers involving interviews with 117 faculty members with online teaching experience. Data Collection and Analysis This study involved searching electronic databases and tables of contents of key journals to gather relevant articles. It relied upon analysis techniques common to metaethnographic approaches, including reciprocal translation analysis (translating themes into each other), refutations synthesis (attempts to explain variations and contradictions), and lines-of-argument analysis (building a general interpretation from findings of separate studies through reliance on qualitative analysis such as constant comparison). Findings This article presents findings from a qualitative synthesis of university faculty experiences with online distance education. Results show that faculty members believe teaching online changes the way they approach and think about teaching, course design, time, instruction, and students. Conclusions Finding new ways to understand existing literature was one of the chief goals of this study. These results represent a starting place for improving current practice as well as for guiding future research.

scholarly journals Toolbox of teaching strategies

2018 ◽  
Vol 5 (4) ◽  
pp. 249-255
Author(s):  
Lei Pan ◽  
Hui-Qin Xi ◽  
Xiao-Wei Shen ◽  
Chen-Yu Zhang
Keyword(s):  
Learning Environments ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Nurse Educators ◽  
Clinical Teaching ◽  
Teaching Strategy ◽  
Traditional Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Traditional Learning Environments

AbstractA teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.

“I Love Being Able to Have my Colleagues Around the World at my Fingertips:”

2013 ◽  
pp. 110-126
Author(s):  
Jennifer L. Branch ◽  
Joanne de Groot
Keyword(s):  
Professional Learning ◽  
Learning Networks ◽  
Personal Learning Networks ◽  
Online Distance Education ◽  
Personal Learning ◽  
Online Networks ◽  
Face To Face ◽  
Life Long Learning ◽  
Online Distance ◽  
Teacher Librarians

Teacher-librarians are often “lone wolves” in schools. This chapter explores how Canadian teacher-librarians are participating in life-long learning in the 21st century using Web 2.0 technologies. It also explores how one online distance education program implemented changes to help prepare teacher-librarians to participate in local and global personal learning networks. Findings from a Canadian survey on this topic found that teacher-librarians often seek out other teacher-librarians for advice and support, as well as relying on regular interaction (both face-to-face and online) with their colleagues. Other informal professional learning occurs through listservs, online networks, Elluminate sessions, webinars, TED talks, podcasts, Nings, blogs, and Twitter. New and emerging technologies are helping teacher-librarians connect to one another locally and, more importantly, globally. It is this combination of both local and global personal learning networks that helps teacher-librarians move from being lone wolves to members of the pack.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

scholarly journals A Comparison of Students' Learning Outcomes in a Writing-Intensive Course Taught in Both Face-to-Face and Fully-Online Settings

2015 ◽  
Vol 7 (1) ◽  
Author(s):  
Chaitanya Ravi ◽  
Ying-Ying Kuo
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Research Study ◽  
Online Course ◽  
Satisfaction Level ◽  
Face To Face ◽  
Learning Satisfaction ◽  
Final Grades ◽  
Upper Level ◽  
Intensive Course

Most educators are interested in whether online teaching is at least as good as classroom-based courses in terms of students' learning outcomes, including academic achievement and learning satisfaction. This research study compared two sections of an upper-level, undergraduate, writing-intensive environmental policy course, which were taught in spring 2014 by the same instructor. The f2f session had a blended format with in class-lectures complemented by substantial online resources, while the 100% online course included documentaries, pre-recorded lecture videos, various readings, discussions, and online environmental games.A total of 39 students from both sections voluntarily participated in this research study by taking a course survey online. Both qualitative and quantitative data and students' final grades were collected. The findings revealed no significant statistical difference in students' final grades and learning satisfaction. However, students' overall satisfaction level in the f2f class was higher than the online course. Also, their satisfaction level was associated with (1) receiving valuable feedback from instructor and (2) students' motivation to learn in the course.Our research indicates that the quality of an online course can be equivalent to a f2f course if instructors can support students with regular feedback and keep motivating them to learn.

scholarly journals Impact of COVID-19 on the Learning Processes of Typically Developing and Special Needs Students in Pakistan

2021 ◽  
Vol 17 (3) ◽  
pp. 67
Author(s):  
Shazia Nasir ◽  
Mahwish Hameed
Keyword(s):  
Mental Health ◽  
Students With Disabilities ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Vulnerable Groups ◽  
Distance Teaching ◽  
Face To Face ◽  
Online Distance Learning ◽  
Online Distance

Abstract: Due to the quick spread of the COVID-19 disease, education institutions across the world had to be closed, and there was an overnight shift to online distance teaching and learning. Majority of the teachers in Pakistan are used to the traditional way of face-to-face teaching and online teaching came as a challenge. Like most of the countries, Pakistan too was not prepared for the sudden shift from face-to-face to online distance learning. Although COVID-19 impacts almost everyone in society, students with disabilities, both physical and mental, are one of the most vulnerable groups due to the restrictions in their activities. Furthermore, studying online devoid of the human touch has induced mental stress among these students. Hence this study focused on the online teaching and learning processes in Pakistan, its challenges and modern pedagogies for emergency situations particularly mental health for students with and without learning disabilities, teachers. The study includes some suggestions for the target group to cope with the sudden catastrophe of COVID-19.   Keywords: COVID-19, Learning Disability, Mental-health, Modern Pedagogies, Online Learning.

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

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