scholarly journals Shifting from face to face to online teaching due to COVID-19 pandemic – personal assessment of American and Polish higher education teachers

2020 ◽  
Vol 15 (4) ◽  
pp. 27-38
Author(s):  
Celina Sołek-Borowska ◽  
Brian Buckles
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Face To Face ◽  
On Line ◽  
Polish Higher Education ◽  
Personal Assessment

W wyniku pandemii COVID-19 wielu członków wydziału musiało gwałtownie przejść z nauczania bezpośredniego na nauczanie online. W ramach tego niektórzy instruktorzy radzili sobie dobrze, podczas gdy inni mieli trudności. Ta wywołana COVID-19 zmiana na nauczanie online stanowi wyraźną sytuację dotyczącą osiągnięć, ponieważ dla wielu członków wydziału po raz pierwszy było obowiązkowe, aby wszystkie kursy były prowadzone wyłącznie przez Internet, co okazało się wyzwaniem dla nauczycieli. Dlatego celem artykułu jest przedstawienie doświadczeń z pierwszej ręki nauczycieli akademickich w Polsce i USA reprezentujących Wojskową Akademię Techniczną i Akademię Obrony Narodowej w USA. Biorąc pod uwagę nagłą naturę przejścia z programu stacjonarnego do programu on-line, Eisenhower School w Stanach Zjednoczonych oraz Wydział Bezpieczeństwa, Logistyki i Zarządzania w Polsce napotkały wiele problemów zidentyfikowanych w literaturze, takich jak zrozumienie stylów uczenia się uczniów; stosowanie najlepszych podejść pedagogicznych; zarządzanie technologią i zagadnieniami technologicznymi; otrzymanie wystarczającego szkolenia technicznego; oraz wyzwania związane z przygotowaniem i zarządzaniem czasem podczas zajęć on-line (Islam, Beer, Slack 2015). Autorzy postulują, iż nauczanie on-line należy traktować jako uzupełnienie tradycyjnego nauczania, gdyż nic nie zastąpi bezpośredniego kontaktu nauczyciela i studenta.

scholarly journals Live Learning: Online Teaching, Digital Literacy and the Practice of Inquiry

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Leo Casey ◽  
Michael Hallissy
Keyword(s):  
Higher Education ◽  
Digital Literacy ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Learning Space ◽  
Technology System ◽  
Face To Face ◽  
On Line

There has been significant discussion in recent times around improving the quality of teaching and learning in higher education (Laycock, 2009; Laurillard & Masterman, 2010; DES, 2010).  The Lisbon Strategy (Commission to the Council and the European Parliament, 2006) has framed much of this discussion at a European level with individual countries, such as Ireland, developing their own-targeted strategies to expand and improve higher education (DES, 2010).  In the case of Ireland, these strategies specifically mention the need for institutions to provide ‘excellent teaching’ whether in face-to-face or online settings.  Whereas there is a significant body of on-going research conducted around effective teaching in traditional, face-to-face settings in higher education (for example, Bennett & Barp, 2008, Beetham & Sharpe, 2007) there is, in recent times, an emerging need for investigations that focus on new contexts for teaching particularly in online synchronous classrooms.Many institutions have invested substantial time and resources in procuring new technology systems to support on-line teaching and in training staff to operate the many varied functions within these technologies.  However, there is also a need to go beyond mere functionality and to provide deeper pedagogical support to faculty so they can fully realise the instructional potential of these systems (Kim & Bonk, 2006; Lee & Hirumi, 2004).  Technological innovations in the area of online teaching lead to new challenges for teachers and educators as new tools are developed and adopted by their institutions. A question for researchers is the extent to which these tools augment or inhibit existing roles and practices in the classroom and to ask how we can conceptualize learning and teaching in such contexts.The case for considering inquiry learning as the ‘telos’ or central purpose of classroom practice is presented here. In this way the live on-line classroom is conceived as a communal learning space where teacher and students participate in activities that are enabled, sustained and enriched by the functionality of the technology system.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals From Face-to-Face to Online UDeL Camps: Supporting Staff at Higher Education Institutions in Developing Universal Design for eLearning (UDeL)

2021 ◽  
Author(s):  
Håkan Eftring ◽  
Elinor Jeanette Olaussen ◽  
Helen Petrie ◽  
Merja Saarela ◽  
Tarja Ladonlahti ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Universal Design ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Challenges And Opportunities

The TINEL Project is running a series of camps for staff at higher education institution to support them in developing inclusive eLearning. The first camp was conducted face-to-face, but the coronavirus pandemic meant that the second camp was conducted online. This created a case study in inclusive eLearning in itself and allowed us to experience and reflect on the challenges and opportunities of inclusive online teaching and learning. This paper presents the structure and content of the two camps, our reflections on moving from a face-to-face to an online situation and our elaboration how the UDL principles apply to eLearning to create Universal Design for eLearning (UDeL). We found that because we already had a syllabus for the camp prepared, transferring it to an online camp did not present a great number of challenges. Some aspects of the online situation were actually advantageous (e.g. presenting all materials digitally and making them fully accessible) while others were difficult to overcome (e.g. engaging all participants in online activities and discussions). We provide a set of recommendations of how to implement the three principles of UDL in eLearning situations.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

Teaching Off-Line Digital Video Editing On-Line

2012 ◽  
pp. 845-858
Author(s):  
Sarah Atkinson
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Video ◽  
Virtual Learning Environment ◽  
Video Editing ◽  
Online Higher Education ◽  
Video Tutorials ◽  
On Line

This chapter focuses upon a case study of an online higher education intervention – an interactive resource the author has devised as an aid to the teaching and learning of undergraduate digital video editing (DVE). This resource specifically addresses drama and fiction postproduction principles, practice and techniques. The repository, which includes streamed materials available to download, guides the student through the film production process in a step-by-step way (for students), with suggested class based activities and tasks using the materials (for tutors). The resources include the script, all planning documentation, all production paperwork, and all rushes shot for different productions. The student/tutor navigates through these materials guided by a combination of voice-overs, video tutorials by those personnel involved in the production, and clips taken from the “making of” documentaries. This chapter explores the intervention within the wider context of higher education online teaching and through the lens of virtual learning environment pedagogic theory.

Impact of the COVID-19 on Higher Education

2021 ◽  
pp. 1-18
Author(s):  
Francisco José García-Peñalvo ◽  
Alfredo Corell ◽  
Ricardo Rivero-Ortega ◽  
María J. Rodríguez-Conde ◽  
Nicolás Rodríguez-García
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Higher Education Institutions ◽  
Digital Transformation ◽  
Negative Consequences ◽  
Face To Face ◽  
Considerable Impact ◽  
Academic Year

The COVID-19 outbreak has a considerable impact on all business domains worldwide, almost with negative consequences. The digital transformation was already a requirement for all governments and institutions that this pandemic has accelerated to solve the confinement and the limitations to work and share the same spaces. Face-to-face higher education institutions moved towards an urgent and unplanned online teaching. After having closed one of the processes that has had the most significant impact on universities, the time has come to reflect and draw conclusions that will serve to face these institutions' future. A crisis always represents risks but also opportunities to change from a disruptive situation. This chapter reflects universities' futures from a strengths-weaknesses-opportunities-threats approach with the perspective of the experiences lived during the end of the 2019-2020 academic year by some face-to-face universities in Spain.

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

Blended Learning in Saudi Higher Education Framework, Implications, and limitations

2021 ◽  
Vol 8 (1) ◽  
pp. 386-392
Author(s):  
Samar Alharbi
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Empirical Studies ◽  
Face To Face ◽  
New Methods ◽  
Modern Era

In the modern era of teaching and learning, the education system witnessed many changes. New methods of teaching and learning are utilised in order to adapt to the growth of technology. Teachers used some teaching methods, such as online teaching, face to face teaching or a combination of both online and face to face known as blended learning (BL) environment. BL has been proven its advantages empirically in many studies. One of the significant advantages is that BL is used as an extended learning environment to reinforce knowledge and make learning more accessible by utilising technology and online resources. However, there are some drawbacks of implementing blended learning, such as the demand of time and teachers' efforts to provide feedback and follow up students. This paper examined the use of BL in higher education. The first part of this paper reviewed some empirical studies in BL.  The second part presented the theoretical framework of using BL. Benefits and challenges of implementing BL in higher education regarding Saudi universities are explained. Lastly, the paper concluded with some critical remarks.

Using Personal Stories to Enhance the Team Member Experience in Traditional and Online Teaching Modalities

2021 ◽  
pp. 237929812110323
Author(s):  
Monica C. Gavino ◽  
Ekundayo Akinlade
Keyword(s):  
Online Teaching ◽  
Team Member ◽  
Life Experiences ◽  
Team Climate ◽  
High Quality ◽  
Team Members ◽  
Personal Story ◽  
Face To Face ◽  
Personal Stories ◽  
On Line

Working effectively in diverse teams is an important competency for students entering the workforce. Yet as instructors we often witness dysfunctional teams in our courses. Therefore, the goal of this experiential exercise is to encourage students to build high-quality relationships with team members by fostering the development of a psychologically safe team climate early in the semester. Students share their personal stories and react to each other’s story. In doing so, they learn to understand, value, and respect team members’ life experiences. Guiding questions for the personal story exercise and the reaction, which can be used in traditional face-to-face, online, synchronous, or asynchronous classes, are provided. This experiential exercise answers the call for ways to create and build community both in in-person and on-line courses.

Post-pandemic Higher Education: Perspectives from University Leaders and Educational Experts in the United Arab Emirates

2021 ◽  
pp. 234763112110072
Author(s):  
Sanaa Ashour ◽  
Ghaleb A. El-Refae ◽  
Eman A. Zaitoun
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
United Arab Emirates ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Mode Of Delivery ◽  
Face To Face ◽  
The Future ◽  
E Learning ◽  
University Leaders

The COVID-19 pandemic has presented an opportunity to rethink higher education. This study focused on analysing experiences from three higher education institutions (HEIs) in the United Arab Emirates (UAE) since the onset of the crisis and explored how university leaders and professors in these institutions imagine post-COVID-19 higher education. The study aimed to find out whether the pandemic has been a factor that has helped to legitimize online teaching and learning as a universal mode of delivery across different fields of studies, or if the Zoom fatigue has shown its limitations. In addition, the research investigated what transformations university experts predict and their vision for the future of higher education. The study found that many lessons learnt during the period of forced adoption of distance education will be used by universities to enhance and expand online learning provisions. This shift will be driven by the investments the universities have made in distance education and the increased familiarity of the students, staff and institutions with e-learning. The study participants foresee that more sophisticated forms of hybrid campuses will be a more appropriate model for the future, if face-to-face (F2F) classrooms do not return.

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