Improving Online Teaching by Using Established Best Classroom Teaching Practices

2016 ◽  
Vol 47 (5) ◽  
pp. 222-227 ◽  
Author(s):  
Jill M. Price ◽  
Joy Whitlatch ◽  
Cecilia Jane Maier ◽  
Melissa Burdi ◽  
James Peacock
Keyword(s):  
Teaching Practices ◽  
Online Teaching ◽  
Classroom Teaching

An Exploratory Study of Classroom and Online Teaching Practice in Relation to Inquisitiveness, Attitude, and Teaching Effectiveness

2018 ◽  
pp. 187-210
Author(s):  
Neetu Singh
Keyword(s):  
Exploratory Study ◽  
Teaching Practices ◽  
Online Teaching ◽  
Positive Attitude ◽  
Teaching Effectiveness ◽  
Swot Analysis ◽  
Teaching Practice ◽  
Classroom Teaching ◽  
Educational Institute ◽  
Indian Perspective

The present study is aimed at achieving main objectives i.e. to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils' teachers practicing classroom-teaching practices; to study the effect of Inquisitiveness and Attitude on Teaching Effectiveness among pupils teachers practicing online-teaching practices, to explore the effectiveness of online teaching practice, to find out the future horizons of online teaching practice in Indian perspective. The sample of the present study is pupil teacher studying in Dayalbagh Educational Institute Deemed University Agra. 150 pupil teachers practicing classroom teaching and 150 pupil teachers practicing online teaching have been selected. T-Test, Linear Regression and SWOT Analysis have been used as statistical techniques. Pupil teachers possess more positive attitude and inquisitiveness towards online teaching practice in comparison to classroom teaching practice. Inquisitiveness and attitude significantly predicts the teaching effectiveness in online teaching practice and classroom teaching.

scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

IR4.0 Ready and Aware Academics at the National Defence University of Malaysia

2019 ◽  
pp. 284-303
Author(s):  
Jowati Juhary
Keyword(s):  
Teaching Practices ◽  
Online Survey ◽  
Classroom Teaching ◽  
National Defense ◽  
Delivery Methods ◽  
Military Leaders ◽  
National Defense University ◽  
New Learning ◽  
National Defence ◽  
Awareness Level

This chapter argues for the importance of equipping academics with the knowledge and impact of IR4.0 and beyond for future graduates. Particularly to prepare for military leaders for Malaysia at the National Defense University of Malaysia (NDUM), a new learning model may be apt and urgently needed. The objectives of the chapter are twofold: firstly, to gauge the readiness and awareness level of academics on implementing IR4.0 during their classroom teaching, and secondly, to investigate academics' views on their own teaching practices. The methodology for this chapter is quantitative in nature, where an online survey was used to collect data from the academics. It is found that, first, there are mixed reactions from academics on their readiness and awareness of IR4.0 and its impacts, and second, should the existing curriculum be revamped to serve students' needs on IR4.0, academics opined that the delivery methods must change too.

Online Teaching Practices of Science and Mathematics Preservice Teachers in middle schools

2022 ◽  
pp. 195-228
Author(s):  
Neusa Branco ◽  
Susana Colaço ◽  
Bento Cavadas
Keyword(s):  
Preservice Teachers ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teacher Educators ◽  
Inservice Teachers ◽  
Internship Experience ◽  
And Mathematics ◽  
6Th Graders ◽  
Work Student

The chapter presents a qualitative study that describes and discusses the teaching practices of four preservice teachers (PSTs) during their mathematics and science internship with 6th graders, performed in the context of distance learning related with the COVID-19 pandemic. The data collected included PSTs' documents, such as lesson plans, descriptions of and reflections on the practical work, student outputs, and interviews. The online organization and dynamics of the internship process describe the practices of the PSTs, inservice teachers, and teacher educators, which provided a practical context for the development of PSTs' online practice. Moreover, the results present digital educational resources used by PSTs, mainly for inquiry, communication, construction, and problem-solving purposes. PSTs pointed out benefits arising from the online internship experience. It better prepared them to use and create digital resources, increased awareness of the importance of collaboration and the role of formative assessment.

IR4.0 Ready and Aware Academics at the National Defence University of Malaysia

2021 ◽  
pp. 71-91
Author(s):  
Jowati Juhary
Keyword(s):  
Teaching Practices ◽  
Online Survey ◽  
Classroom Teaching ◽  
National Defense ◽  
Delivery Methods ◽  
Military Leaders ◽  
National Defense University ◽  
New Learning ◽  
National Defence ◽  
Awareness Level

This chapter argues for the importance of equipping academics with the knowledge and impact of IR4.0 and beyond for future graduates. Particularly to prepare for military leaders for Malaysia at the National Defense University of Malaysia (NDUM), a new learning model may be apt and urgently needed. The objectives of the chapter are twofold: firstly, to gauge the readiness and awareness level of academics on implementing IR4.0 during their classroom teaching, and secondly, to investigate academics' views on their own teaching practices. The methodology for this chapter is quantitative in nature, where an online survey was used to collect data from the academics. It is found that, first, there are mixed reactions from academics on their readiness and awareness of IR4.0 and its impacts, and second, should the existing curriculum be revamped to serve students' needs on IR4.0, academics opined that the delivery methods must change too.

Destabilizing the Activity System of Online Teaching Through Critical Theory

2021 ◽  
pp. 1960-1970
Author(s):  
Victor C. X. Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Critical Theory ◽  
Digital Media ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching Practice ◽  
Positive Impact ◽  
Digital Technologies ◽  
Activity System ◽  
Online Environments

Despite the rapid and prolific uptake of online learning across higher education, the promised positive impact of digital technologies on the quality of learning has mostly failed to materialize. The need for change or reshaping of teaching practice in online environments is well documented, and there is much literature encouraging educators to exploit the affordances of digital media to provide rich learning experiences. However, efforts to affect the needed changes in practice are not very successful. In the present chapter, the authors adopt a framework of activity theory and integrate it with principles of critical theory and transformative practice to better understand why change in teaching practices in online environments has been difficult to realize. The authors also provide a theoretical framework that may be applied to driving change in online teaching practices.

Brief Report: Teaching Practices Associated With the Authoritative Proof Scheme

2010 ◽  
Vol 41 (1) ◽  
pp. 14-19 ◽  
Author(s):  
Guershon Harel ◽  
Jeffrey M. Rabin
Keyword(s):  
Student Learning ◽  
Case Studies ◽  
Teacher Change ◽  
Teaching Practices ◽  
Classroom Teaching ◽  
Future Research ◽  
Classroom Observations ◽  
Proof Scheme ◽  
Specific Teaching ◽  
Academic Year

This Brief Report summarizes case studies of the classroom teaching practices of 2 algebra teachers. The data consist of videotaped classroom observations during 1 academic year. The study identifies and characterizes specific teaching practices that establish the norm that the teacher is the sole arbiter of mathematical correctness in the classroom. The authors suggest that these practices are likely to promote the development of the authoritative proof scheme in students. The results can provide a basis for future research investigating the prevalence of these teaching practices and their impact on student learning, and they can be used as parameters to investigate teacher change.

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