scholarly journals Design, education, and the online tech-pandemic

2020 ◽  
Vol 13 (3) ◽  
pp. 577-585
Author(s):  
Nuno Bernardo ◽  
Emilia Duarte
Keyword(s):  
Learning Environment ◽  
Design Education ◽  
Online Teaching ◽  
Management Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Use Of Technology ◽  
Personal Experiences ◽  
Near Future ◽  
Academic Year

Amidst the COVID-19, the use of technology in the learning environment was no longer a matter of choice. Forced by circumstance, educators had to adapt in order to see the academic year through. While for some, already used to an online modality, it was business as always, for others was the start of a journey through unfamiliar territory. This study inserts itself in such context. It presents and discusses results gathered through an online questionnaire about the perceptions and personal experiences of design educators in Higher Education (HE) caught in this move from in-class face-to-face onto online teaching. Objectively, it portrays how this shift impacted their ability to teach, the compromises made or alternatives sought, and views towards a more technologically enabled future in HE. From a more extensive reliance on Learning Management Systems (LMS), changes in the learning environment, and perspectives of near-future uses of Virtual Reality (VR) in distance education, this study covers uses of technology but also the identification of pain points influencing the overall experience, as well as positive perceptions and significant changes made to the learning environment.

scholarly journals Irish Nursing Students Perceptions of a Technology Enhanced Blended Approach to Teaching and Learning

10.28945/3366 ◽  
2009 ◽  
Author(s):  
Kevin Johnson ◽  
Claire O Donnell ◽  
Kathleen Markey ◽  
Brian Lake
Keyword(s):  
Nursing Students ◽  
Health Informatics ◽  
Teaching And Learning ◽  
Approaches To Learning ◽  
Online Questionnaire ◽  
Face To Face ◽  
Use Of Technology ◽  
Positive Outlook ◽  
The University ◽  
Near Future

Health informatics is becoming increasingly important for healthcare professionals and strategies to promote health informatics development are becoming increasingly popular in undergraduate professional programmes. With this in mind, a blended or hybrid learning approach was piloted with an undergraduate BSc nursing module in the university. The aim of this pilot was to design, develop, implement and evaluate the students’ perceived reactions to learning, teaching and assessment incorporating several online components. Blended learning is the combination of multiple approaches to learning such as a combination of technology-based materials and face-to-face sessions used together to deliver instruction. A branded version of Sakai (the university’s Learning Management System [LMS]) was used. The students interacted with the system on a weekly basis and their perceptions were codified with the aid of an online questionnaire based on the preferred COLLES format. Additionally, a touch screen based recording suite was availed of permitting the students to record themselves performing a task and later review the footage. The initial findings appear to provide a positive outlook towards the use of technology within the course and the potential for further expansion in the near future.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Knowledge Acquisition in a Hybrid Graduate Teacher Training Program

2010 ◽  
pp. 317-326
Author(s):  
Thanh T. Nguyen
Keyword(s):  
Learning Environment ◽  
Classroom Management ◽  
Blended Learning ◽  
Knowledge Acquisition ◽  
Online Teaching ◽  
Online Courses ◽  
Group Discussion ◽  
Online Classroom ◽  
Face To Face ◽  
Course Materials

How can one leverage the technological benefits of an online classroom without losing both the interpersonal advantages of face-to-face contact and pedagogically sound classroom management techniques? A blended learning environment, combining both traditional face-to-face and online interaction, is a valid higher-education solution that many instructors are adopting in place of 100% online teaching environments. Like total online courses, blended courses offer students the convenience of online access to both lecture/course materials and asynchronous classroom discussions. However, the key feature of a blended learning environment is the ability to use traditional face-to-face sessions to foster and stimulate an online social culture that facilitates knowledge acquisition through interpersonal and group discussion and disclosure. This study examines pedagogical, social and demographic factors that contribute to students’ knowledge acquisition in an 80-20 (80% online and 20% in-class) blended learning environment.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals A mediação da informação em bibliotecas universitárias Brasileiras

2019 ◽  
Author(s):  
Ana Roberta Mota ◽  
Maria Manuel Borges
Keyword(s):  
Digital Media ◽  
Information Science ◽  
Online Questionnaire ◽  
Academic Environments ◽  
Face To Face ◽  
Use Of Technology ◽  
Reference Process ◽  
Reference Librarians ◽  
The Subject ◽  
The University

In a scenario of major changes caused mainly by the use of technology in academic environments, the article approaches information mediation concepts in the Brazilian, Portuguese and French scientific literature with the objective of identifying the main theoretical aspects from the areas of information science and of the communication, employees to the university library together with the vision of the Brazilian reference librarians on the term mediation of the information to find convergent and / or divergent points and to understand how occurs the mediation of the information realized in university libraries. In the methodology applied, of a qualitative character, the bibliographical research was used to identify the approaches given by the authors about the mediation of the information. Next, an online questionnaire was used to gather information about the understanding of reference librarians on the subject, focusing on the services offered in libraries. The results lead us to state that reference librarians understand the mediation of information and are aware of their role as mediators. However, the reference process was poorly detailed by the librarians and some confusion of what it is, how it is done, and in what medium it is made were identified in the answers. However, it can be reiterated that the reference process occurs in face-to-face or digital media, mainly in the orientation of the librarian to the user to meet an expressed informational need.

scholarly journals Copyright for Online Teaching

2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin
Keyword(s):  
Online Teaching ◽  
Fair Use ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Online Classroom ◽  
Course Content ◽  
Face To Face ◽  
Course Materials ◽  
Digital Or

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.

scholarly journals The Need to Balance the Blend: Online versus Face-to-Face Teaching in an Introductory Accounting Subject

10.28945/3324 ◽  
2009 ◽  
Author(s):  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Accounting Students ◽  
First Year ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
Use Of Technology ◽  
Introductory Accounting ◽  
Accounting Unit

To remain globally competitive, there is increasing pressure for universities to incorporate a greater use of technology and innovation into their curriculum. In response, many higher education institutions have adopted a blended learning approach, which combines traditional face-to-face delivery with online teaching resources, to deliver course content. This paper documents the implementation of online resources in a first-year accounting unit, outlines subsequent changes and monitors its impact on learning outcomes. Whilst in its early stages, this preliminary work on action research will form the basis of determining an optimal blend of traditional and online learning environments for introductory accounting students. This research will endeavour to improve the structure of the curriculum and to positively impact on student learning outcomes.

scholarly journals Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

2021 ◽  
Vol 9 (2) ◽  
pp. 183-200
Author(s):  
Erika K. Smith ◽  
Ece Kaya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Education Sector ◽  
University Teaching ◽  
Learning Space ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Online Mode ◽  
Near Future

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

Creating a Culture of Engagement

2018 ◽  
pp. 332-354
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

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.

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