scholarly journals Quality Teaching in Online Higher Education: The Perspectives of 250 Online Tutors on Technology and Pedagogy

2021 ◽  
Vol 16 (06) ◽  
pp. 40
Author(s):  
Dimitrios Vlachopoulos ◽  
Agoritsa Makri
Keyword(s):  
Higher Education ◽  
Content Knowledge ◽  
Business Education ◽  
Online Teaching ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
The Core ◽  
The Past ◽  
Online Higher Education ◽  
Pedagogical Skills

Over the past few decades, education systems, especially in higher educa-tion, have been redefined. Such reforms inevitably require reconsideration of operational notions and definitions of quality, along with a number of relat-ed concepts. This reconsideration aligns with the core of higher education re-forms: improving efficacy and compatibility with emerging social demands while adapting to competitiveness and accountability trends. As primary players in the teaching and learning process, online tutors have a protagonis-tic role and, therefore, must be equipped with a suitable set of competencies and attributes in addition to content knowledge. This quantitative research aims to analyze the perceptions of 250 online tutors working in European higher education institutions, distributed in 5 knowledge areas: Business, Education, Humanities, Sciences and Health. This descriptive and explorato-ry nonexperimental study reveals the technological and pedagogical skills and competencies that online tutors consider fundamental for effective online teaching and proposes professional development actions to ensure quality online teaching

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.

Multi-Disciplinary Studies in Online Business Education

2011 ◽  
pp. 1-22
Author(s):  
J. B. Arbaugh
Keyword(s):  
Higher Education ◽  
Undergraduate Students ◽  
Business Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Curriculum Integration ◽  
Academic Discipline ◽  
Online Teaching And Learning ◽  
Integrated Curricula ◽  
Online Business

This chapter argues that research in online teaching and learning in higher education should take a multi-disciplinary orientation, especially in settings whose curricula are drawn from several disciplinary perspectives such as business schools. The benefits of a multi-disciplinary approach include curriculum integration and enhanced communication and collective methodological advancement among online teaching and learning scholars from the disciplines that comprise the integrated curricula. After reviewing multi-disciplinary studies in business education published to date, the chapter concludes with recommendations for advancing research in this emerging stream. Some of the primary recommendations include the use of academic discipline as a moderating variable, more studies that incorporate samples comprised of faculty and/or undergraduate students, and the development of more comprehensive measures of student learning.

scholarly journals Dialogue, inquiry, and encounter: Critical geographies of online higher education

2017 ◽  
Vol 43 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Lily A. House-Peters ◽  
Vincent J. Del Casino ◽  
Catherine F. Brooks
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Critical Pedagogy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Rapid Expansion ◽  
Critical Dialogue ◽  
Online Teaching And Learning ◽  
Online Higher Education

The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.

scholarly journals A Review of Literature on the Effective Pedagogy Strategies for Online Teaching and Learning in Higher Education Institutions: Lessons from the COVID-19 Pandemic

2022 ◽  
Vol 5 (1) ◽  
pp. 56
Author(s):  
Gladys Khoza Nomfundo
Keyword(s):  
Higher Education ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Technological Pedagogical Content Knowledge ◽  
Online Teaching And Learning ◽  
Pedagogical Content ◽  
Effective Pedagogy

This paper reviews the literature on the effective pedagogy for online teaching and learning at Higher Education Institutions throughout the world during the COVID-19 pandemic. The global higher education system has been severely hampered by the COVID-19 pandemic. The sudden and enormous desire for previously face-to-face academic disciplines to be delivered online has posed a unique challenge. Online teaching and learning necessitate a certain level of technological pedagogical content knowledge for effective pedagogic strategies, which are primarily concerned with planning and arranging for better learning opportunities and creating distinct learning environments through the use of digital technology. The effectiveness of lesson delivery with technology integration is characterized as technological pedagogical content knowledge. It is a significant application in all aspects of learning that are necessary for the teaching and learning process. Consequently, this theoretical paper proposes a conceptual model for comprehending the link between effective pedagogy and technological pedagogical content knowledge, both of which result in students' academic performance in an online teaching and learning context. This theoretical paper recommends that Higher Education Institutions have fundamental technological infrastructure and equip educators and students with advanced technologies applicable to online teaching and learning platforms, which is consistent with an Online Collaborative Learning theory. Educators must also be able to effectively use digital technology systems to deliver online lessons. According to this model, Higher Education Institutions will benefit through providing students with essential technical skills that today's employers require and ensuring that universities around the world remain competitive.

Teaching Off-Line Digital Video Editing On-Line

2011 ◽  
pp. 121-135
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.

scholarly journals COVID-19 pandemic’s disruption on university teaching and learning and competence cultivation: Student evaluation of online learning experiences in Hong Kong

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110070
Author(s):  
Ka Ho Mok ◽  
Weiyan Xiong ◽  
Hamzah Nor Bin Aedy Rahman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Hong Kong ◽  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Student Evaluation ◽  
Learning Experiences ◽  
University Teaching ◽  
Digital Learning

The COVID-19 pandemic outbreak has forced online teaching and learning to be the primary instruction format in higher education globally. One of the worrying concerns about online learning is whether this method is effective, specifically when compared to face-to-face classes. This descriptive quantitative study investigates how students in higher education institutions in Hong Kong evaluated their online learning experiences during the pandemic, including the factors influencing their digital learning experiences. By analysing the survey responses from 1,227 university students in Hong Kong, this study found that most of the respondents felt dissatisfied with their online learning experiences and effectiveness. Meanwhile, this study confirms that respondents’ household income level and information technology literacy affected their online learning effectiveness. Moreover, this study highlights the significant contributions of the community of inquiry, which places social presence on the promotion of a whole person development that could not be achieved when relying mainly on online learning. Findings encourage university leaders and instructors to search for multiple course delivery modes to nurture students to become caring leaders with the 21st century skills and knowledge set.

scholarly journals Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education

2021 ◽  
Author(s):  
Chrysi Rapanta ◽  
Luca Botturi ◽  
Peter Goodyear ◽  
Lourdes Guàrdia ◽  
Marguerite Koole
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Strategic Decision ◽  
Expert Advice ◽  
Social Agents ◽  
Learning And Teaching ◽  
University Teachers ◽  
Learning Tasks ◽  
Science And Education

AbstractThe Covid-19 pandemic has presented an opportunity for rethinking assumptions about education in general and higher education in particular. In the light of the general crisis the pandemic caused, especially when it comes to the so-called emergency remote teaching (ERT), educators from all grades and contexts experienced the necessity of rethinking their roles, the ways of supporting the students’ learning tasks and the image of students as self-organising learners, active citizens and autonomous social agents. In our first Postdigital Science and Education paper, we sought to distil and share some expert advice for campus-based university teachers to adapt to online teaching and learning. In this sequel paper, we ask ourselves: Now that campus-based university teachers have experienced the unplanned and forced version of Online Learning and Teaching (OLT), how can this experience help bridge the gap between online and in-person teaching in the following years? The four experts, also co-authors of this paper, interviewed aligning towards an emphasis on pedagogisation rather than digitalisation of higher education, with strategic decision-making being in the heart of post-pandemic practices. Our literature review of papers published in the last year and analysis of the expert answers reveal that the ‘forced’ experience of teaching with digital technologies as part of ERT can gradually give place to a harmonious integration of physical and digital tools and methods for the sake of more active, flexible and meaningful learning.

scholarly journals Online teaching: a reflection

2021 ◽  
pp. 1-8
Author(s):  
Sam Baddeley
Keyword(s):  
Online Education ◽  
Classroom Practice ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Personal Reflection ◽  
Remote Education ◽  
The Past

This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

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