scholarly journals Online Developmental Education Instruction: Challenges and Instructional Practices According to the Practitioners

2021 ◽  
Vol 4 (1) ◽  
pp. 12-23
Keyword(s):  
Developmental Education ◽  
Instructional Practices ◽  
Time Management ◽  
Online Survey ◽  
Literacy Skills ◽  
Discussion Boards ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Faculty Input ◽  
Education Courses

Using a qualitative survey research design, researchers solicited faculty input on challenges and common instructional practices applied in teaching online developmental education courses. Online was defined as 80% or more of the instruction of a course being delivered online. Participants of the study were faculty teaching developmental education courses online, primarily in 2-year colleges. They completed an online survey on faculty characteristics and various aspects of teaching online. The most frequently occurring challenges identified by field practitioners included technology issues, student engagement, time management, and basic literacy skills. The most commonly used instructional activities reported were discussion boards, multimedia, offering of feedback and synchronous sessions, and communication. Based on the findings, implications for practice are discussed, which can benefit faculty as they design and deliver online developmental education courses.

Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 62-77 ◽  
Author(s):  
Alec Sithole ◽  
Davison M Mupinga ◽  
Joachim S Kibirige ◽  
Fidelis Manyanga ◽  
Brian K Bucklein
Keyword(s):  
Online Education ◽  
Academic Dishonesty ◽  
Online Instruction ◽  
Online Survey ◽  
Online Courses ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Instructor Presence ◽  
The Us

Research on online education has predominantly focused on issues related to student attraction, attrition, retention, and motivation, among others. Little attention has been paid to online instructors and yet, the quality of online education requires educators who understand the expectations of online instruction. Using an online survey, this study examined the expectations and challenges for online instructors and the suggestions for improving online instruction. Based on the data collected from seventeen faculty who teach online courses at four mid-western universities in the US, facilitation, instructor presence, and technical support stood out prominently among the expectations. The major challenges for online instructors were: large class sizes, academic dishonesty, lack of connection with students, too many emails, and lack of student self-discipline. The study recommends viable professional development for online instructors as a pre-requisite to teaching online courses.

Instructional Support for Distance Education

2011 ◽  
pp. 2072-2077
Author(s):  
Bernhard Ertl
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Time Management ◽  
Instructional Support ◽  
General Question ◽  
Web Pages ◽  
Discussion Boards ◽  
E Learning ◽  
Broad Variety ◽  
Education Courses

During the late ‘90s, distance education and e-learning were believed to be able to solve almost every problem associated with the further qualification of employees in organizations. Distance education was credited with saving costs for companies, by reducing time and expenses for traveling and with flexible time management. Consequently, many companies started programs for distance education. However, after this initial euphoria, several organizations experienced problems with their programs (e.g., Haben, 2002). The costs for distance education courses exploded, employees refused the new style of learning, and the general question arose as to the effectiveness of distance education (see, e.g., Bernard et al., 2004). Looking at the range of distance education courses at this time, one could see that they used a broad variety of technologies to deliver learning contents to the learners, for example, videos, Web pages, dedicate software for learning, Weblogs, wikis, collaboration tools, videoconferencing, chat, and discussion boards. However, in contrast to the variety of technologies available, the instructional design of these courses was elementary and traditional (see Ertl, Winkler, & Mandl, 2007). Many courses offered recorded classroom lectures and streamed them to participants, or they just presented texts or slides in the style of a book. Such courses experienced a lack in acceptance and thus several efforts of distance education failed because the instructional design of these courses was not able to take advantage of the innovative technologies.

Online Teaching

2013 ◽  
pp. 16-26 ◽  
Author(s):  
Charles B. Hodges ◽  
Raleigh Way ◽  
Sonya S. Gaither Shepherd
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Research University ◽  
Online Survey ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Research Literature ◽  
Teaching Online ◽  
Doctoral Research ◽  
Faculty Teaching

This chapter includes a report of a study conducted to investigate the perceptions of faculty teaching online at a doctoral research university in the southeast United States. Research literature regarding faculty satisfaction with online learning is summarized. Quantitative and qualitative methods were used to analyze the results of an online survey administered in the Spring of 2010. Major findings are that faculty enjoy the convenience and flexible scheduling that teaching online offers them and their students but consider teaching online to more labor-intensive compared to teaching face-to-face courses. Faculty expressed the need for reliable and current technology for online teaching, improved technical support and training, and clear institutional policies regarding online teaching and developing online courses. Methods for improving faculty satisfaction with online teaching are suggested, which include collaborating with academic librarians to enhance the online teaching and learning experience.

scholarly journals The assessment of time management skills in Chinese and Croatian students

2019 ◽  
Vol 7 (1) ◽  
pp. 83-94
Author(s):  
Kristina Črnjar ◽  
Vedrana Čikeš ◽  
Kristina Ferenčak
Keyword(s):  
Academic Success ◽  
Cultural Differences ◽  
Time Management ◽  
Online Survey ◽  
Chinese Students ◽  
The Internet ◽  
Management Skills ◽  
Effective Time ◽  
Business Market ◽  
Extra Curricular Activities

Time management is the ability of consciously deciding and controlling the amount of time spent on different activities in order to be more productive and effective. In order to achieve academic success, students should be able to manage a large number of activities, from going to lectures, studying, participating in extra-curricular activities, to making sure they are getting enough rest to stay healthy. The purpose of this research was to determine if there are any significant differences in the effective time management between Chinese and Croatian students. Even though the cultural differences between these two groups are substantial, both groups are becoming a part of the same education and business market. The research was conducted on the sample of 340 Chinese and Croatian students using an online survey. The results have shown that in several time management activities there are statistically significant differences between Chinese and Croatian students. The results also indicate that the Croatian respondents are better at setting goals, determining priorities and performing tasks by priority, while Chinese students delegate tasks and determine and eliminate time wasting activities more often than their Croatian counterparts do. On the other hand, Croatian students waste more time on activities such as conducting tasks of small importance and fun activities of no relevance (e.g. “surfing” the Internet, private telephone conversations, chatting, etc.), while Chinese students are in the forefront with regard to ineffective and supernumerary meetings and overly long and supernumerary phone conversations.

scholarly journals Factors affecting orthodontists' management of the retention phase

2013 ◽  
Vol 84 (2) ◽  
pp. 225-230 ◽  
Author(s):  
Kevin Bibona ◽  
Bhavna Shroff ◽  
Al M. Best ◽  
Steven J. Lindauer
Keyword(s):  
Special Needs ◽  
Time Management ◽  
Null Hypothesis ◽  
Online Survey ◽  
Third Molars ◽  
Factors Affecting ◽  
Primary Responsibility ◽  
Follow Up Care ◽  
Number Of Visits

ABSTRACT Objective: To test the null hypothesis that orthodontist characteristics and factors related to retainer choice do not influence the management of the retention phase with regard to frequency and duration of follow-up care provided. Materials and Methods: Orthodontists (n  =  1000) were randomly selected to participate in an online survey divided into three categories: background, retainer choice, and time management. Results: Of the 1000 selected participants, 894 responded. When deciding the type of retainer to use, the following were considered most frequently: pretreatment malocclusion (91%), patient compliance (87%), patient oral hygiene (84%), and patients' desires (81%). Orthodontists who considered the presence of third molars (P  =  .03) or “special needs” patients (P  =  .02) had significantly more follow-up visits than those who did not. When vacuum-formed retainers (VFRs) were prescribed, there were significantly fewer visits (P  =  .02) compared to when other types of retainers were used. As practitioner experience increased, so did the number of visits (P < .0001). Orthodontists who considered the primary responsibility of retention to fall on the patient had significantly fewer follow-up visits (P < .0001) than those who considered it either a joint or orthodontist-only responsibility. Conclusions: The null hypothesis was rejected because the number of follow-up visits during the retention phase was affected by practitioner experience, whether VFRs were used, whether the orthodontist considered the presence of third molars or special-needs patients when choosing the type of retainer, and to whom the orthodontist attributed responsibility during the retention phase.

scholarly journals Persepsi Mahasiswa tentang Gaya Mengajar Dosen dan Fasilitas Belajar Terhadap Motivasi Belajar Mahasiswa Program Sudi Pendidikan Ekonomi STKIP PGRI Sumatera Barat

2018 ◽  
Vol 8 (2) ◽  
pp. 113
Author(s):  
Sri Wahyuni
Keyword(s):  
Student Learning ◽  
Learning Process ◽  
Teaching Styles ◽  
Economic Education ◽  
Learning Motivation ◽  
Economics Education ◽  
Faculty Teaching ◽  
West Sumatra ◽  
Teaching Faculty ◽  
Education Courses

This study aims to identify and analyze: 1) the perception of students about the style of teaching faculty to student learning motivation Economic Education STKIP PGRI West Sumatra. 2) To determine the motivation of learning facilities for students studying economics education courses STKIP PGRI West Sumatra 3) To Know students' perceptions on faculty teaching styles and learning facilities jointly influence on student learning motivation STKIP PGRI West Sumatra. This study was conducted In economics education courses STKIP PGRI West Sumatra In force 2012. The population in this study as many as 270 people, while the sample in this study as many as 161 people. Results of the study found that: 1) The perception of students about the style of teaching faculty partial effect on learning motivation students education courses economy STKIP PGRI West Sumatra with a coefficient of 0.027 2) Learning Facilities berpengararuh partially on motivation to learn Students STKIP PGRI West Sumatra, with the coefficient of 0.042 3) The perception of students on faculty teaching styles and learning facilities simultaneous effect on student learning motivation STKIP PGRI West Sumatra calculated F value of 1.006. From the results of this study are expected to pay more attention to the style of teaching faculty in the process of learning so that the learning process takes place better interaction with the students so as to increase the motivation of students in the learning process, and the campus can improve campus facilities in supporting the learning process.

scholarly journals From Quest to Conquer: Traversing General Education at a Diverse Alaskan University to Integrate and Assess Transferable Information Literacy Skills in Foundational Courses

2016 ◽  
Vol 8 (1) ◽  
pp. 3-8 ◽  
Author(s):  
Anna Bjartmarsdóttir ◽  
Deborah L. Mole
Keyword(s):  
General Education ◽  
Information Literacy ◽  
Learning Opportunities ◽  
Northern Region ◽  
Literacy Skills ◽  
Faculty Teaching ◽  
University Of Alaska Anchorage ◽  
Information Literacy Skills ◽  
The University ◽  
Professional Degrees

The University of Alaska Anchorage (UAA) is an open enrollment university that offers vocational, academic, and professional degrees in a northern region. UAA serves a culturally and demographically diverse population. Given this diversity, students display varying levels of information literacy (IL) competencies. Library Professors Anna Bjartmarsdóttir and Deborah Mole partner with faculty teaching composition and communication courses to create increasingly sophisticated and transferable IL learning opportunities. Strategies include: assessing students’ IL competencies; creating engaging activities; integrating IL throughout the semester; developing reflection opportunities to reinforce IL skills. UAA librarians, partnered with faculty, integrate and scaffold IL activities in foundational GE courses to develop increasingly sophisticated, transferable IL skills and knowledge practices. From team-based learning application exercises to workshops for teaching assistants, students learn how creativity partnered with initiative has helped to integrate transferable IL skill education at this diverse arctic university.

scholarly journals An Investigation of Master Student Understanding on Mathematical Literacy Problems

2020 ◽  
Vol 5 (1) ◽  
pp. 1-7
Author(s):  
Al Jupri ◽  
Rizky Rosjanuardi
Keyword(s):  
Prospective Teachers ◽  
International Student ◽  
Online Survey ◽  
Student Assessment ◽  
Student Understanding ◽  
Literacy Skills ◽  
Mathematical Literacy ◽  
International Student Assessment ◽  
Problems And Solutions ◽  
Shape Uncertainty

Indonesian government has been promoting the National Literacy Movement since 2016 to response disappointing results of the Program for International Student Assessment on literacy and mathematical literacy skills of students. This movement involves many parties, including educational universities, to prepare mathematics education students of master level, as prospective teachers or lecturers, to understand mathematical literacy. To investigate this condition, this study aims to analyze master student understanding on mathematical literacy problems. To do so, we conducted an online survey via Google Form involving 32 master students from several universities in Bandung. In this survey, each master student was called for sending two mathematics problems and solutions that considered to be literacy problems. The results revealed that 17 (53%) involved master students understand mathematical literacy problems. The most frequent category of literacy problems to appear was Change and Relationship followed by categories of Space and Shape, Uncertainty and Data, and Quantity, respectively. Another result showed that word problems seemed to be regarded as the same as mathematical literacy problems by some students. We conclude that master student understanding of mathematical literacy needs to be improved for facing future educational careers.

scholarly journals The Career Destination, Progression, and Satisfaction of Exercise and Sports Science Graduates in Australia

2018 ◽  
Vol 7 (4) ◽  
pp. 76-81 ◽  
Author(s):  
Christopher J. Stevens ◽  
Alex Lawrence ◽  
Matthew A. Pluss ◽  
Susan Nancarrow
Keyword(s):  
Online Survey ◽  
Full Time ◽  
Highly Educated ◽  
Personal Trainers ◽  
Sports Science ◽  
Employment Conditions ◽  
Time Work ◽  
Postgraduate Qualification ◽  
Part Time ◽  
Education Courses

ABSTRACT Background: The availability of higher education courses/degrees in exercise and sports science has increased exponentially over the last 20 years. Graduates of these courses/degrees have many career possibilities; however, the distribution of the occupations is relatively unknown. Therefore, the purpose of this study was to gain an in-depth understanding of exercise and sports science graduates in Australia. Methods: Australian exercise and sports science graduates (n = 747) completed an online survey about their occupation and employment conditions, career progression, and satisfaction. Results: Approximately 70% of graduates were employed in the exercise and sports science workforce (57% full time, 25% part time, and 18% casual). Their occupations were predominately accredited exercise physiologists (29%), personal trainers/fitness leaders (9%), and teaching/research academics (8%). A total of 42% had a postgraduate qualification, and 40% had a clear progression pathway in their exercise and sports science role. Graduates were predominately extremely satisfied (35%) or somewhat satisfied (48%) with their current situation, and half (49%) planned to remain in their occupation for more than 10 years. Conclusion: Despite most graduates obtaining exercise and sports science employment, many are part time or casual and still seeking full-time work. The workforce is highly educated and well supported, but many occupations lack a clear developmental pathway.

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