The Journey from Dissenter to Advocate

2013 ◽  
pp. 1-15
Author(s):  
Terry S. Atkinson
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching Practice ◽  
Online Courses ◽  
Teacher Preparation Program ◽  
Delivery Mode ◽  
Online Student ◽  
Teaching Online ◽  
The Social ◽  
University Professor

This chapter details the experiences of a university professor whose perspectives shifted from one of initial dissent to eventual advocacy for online learning as a delivery mode for her reading/literacy courses. Spanning eight years, her distance education teaching practices were shaped by her personal ventures as an online student, the outcomes gained by enhancing the social presence of her online courses, collaboration with colleagues, and systematic examination of her online teaching practice relative to its rigor, quality, and effectiveness within a teacher preparation program. Insights gained while teaching online conclude with recommendations for faculty members, institutions, systems, and organizations with vested interest in the future of teacher education.

scholarly journals ZOOMing into a Community: Exploring Various Teaching Practices to Help Foster Sense of Community and Engagement in Emergency Remote Teaching

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Nesrin Bakir ◽  
Krystle Phirangee
Keyword(s):  
Sense Of Community ◽  
Social Constructivism ◽  
Sense Of Belonging ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Instructional Delivery ◽  
Delivery Mode ◽  
Face To Face ◽  
The Social

Educators across the world have been forced to shift their courses online due to the COVID-19 pandemic. As face-to-face courses become online courses during this unprecedented time, instructors are thrown into emergency remote teaching (ERT). Where online learning involves “experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances…[which], will return to that [original] format once the crisis or emergency has abated” (Hodges, Moore, Lockee, Trust, & Bond, 2020, para 13). The instructional demands of ERT can be overwhelming in that many instructors are trying to navigate new online teaching approaches to ensure their students have a sense of community (SoC), that is a sense of belonging and interactivity, and are still engaged, motivated, and involved in the course. Zoom, a cloud-based video conferencing platform, has boomed in popularity becoming the go-to tool many instructors use to host, facilitate, and integrate within their course, as well as to ensure a SoC is fostered and maintained. Guided by the social constructivism theory and community of inquiry (CoI) model, this quick hits piece, aims to answer the question: In what ways might Zoom foster and sustain a SoC community in ERT? 

Bridging the Social and Teaching Presence Gap in Online Learning

2015 ◽  
pp. 158-182 ◽  
Author(s):  
Bei Zhang
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Online Teaching ◽  
Negative Impact ◽  
Teaching Presence ◽  
Human Beings ◽  
Web Conferencing ◽  
Combined Use ◽  
The Social ◽  
Students Satisfaction

Feelings of disconnection and isolation from teachers and other classmates could have a major negative impact on students' satisfaction and success when learning online. This chapter describes how a variety of Web 2.0 tools have been used to establish and maintain teaching and social presence in online learning. Rather than limiting contact to the virtual world created by well-designed interfaces of learning management system platforms, the creative use of Web conferencing in online teaching not only brings students and teachers together as real human beings but also generates interactions that create more interest and higher engagement. The combined use of synchronous and asynchronous tools, together with mobile devices, has made online learning more flexible, accessible, and credible.

Capturing Educator Voices

2018 ◽  
pp. 265-284
Author(s):  
Anne Katz
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Albert Einstein ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Online Reading ◽  
Teaching Online ◽  
Apply Research ◽  
Reading Endorsement

According to Albert Einstein, “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.” This quote illustrates my online teaching philosophy as I work to mentor graduate-level educators, deepening their knowledge of how to best facilitate their students' abilities to tackle twenty-first century literacy demands. Through designing and teaching online courses for a fully online Reading Specialist M.Ed. program as well as for students pursuing an M.Ed. in Early Childhood Education or a Reading Endorsement, I have evolved as an online educator committed to inspire student success. This chapter will present the reader with strategies to create an online learning environment where students are provided with authentic opportunities to apply research-based approaches and modes of developing their pupils' literacy, communication, and critical thinking skills through innovative means.

The Pivotal Role of Faculty in Online Student Engagement and Retention

2016 ◽  
pp. 65-87
Author(s):  
Judi Simmons Estes
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Online Courses ◽  
Pivotal Role ◽  
Institutions Of Higher Education ◽  
Online Faculty ◽  
Faculty Professional Development ◽  
Online Student ◽  
Teaching Online ◽  
Teaching Culture

The premise of this chapter is that higher education online faculty have a pivotal role in student retention; faculty participation is key to student engagement and engaged students tend to complete courses in which they are enrolled. However, frequently faculty members are unaware of the impact their active participation and visibility has on student engagement and retention. In addition, online courses are an important source of revenue for many institutions of higher education and attrition results in loss of revenue. Given that faculty have a pivotal role in retention, institutions of higher education can benefit fiscally from guiding and supporting online faculty in strategies of student engagement and retention. Faculty support is needed during the process of change inherent in faculty adapting to teaching online, through providing on-going faculty professional development and by creating a teaching culture inclusive of informal scholarly investigations related to instructional effectiveness in online course delivery.

scholarly journals Fostering Online Student Participation

2011 ◽  
Vol 2 (7) ◽  
Author(s):  
Regina Bento ◽  
Barry Brownstein ◽  
Cindy Schuster ◽  
Susan Zacur
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Student Participation ◽  
Transformation Model ◽  
Transmission Model ◽  
Online Student ◽  
Teaching Online ◽  
Body Of Knowledge ◽  
Pedagogical Approaches

The challenges of teaching online include encouraging student participation.  Although many instructors would like to increase participation in their online courses, there is no established body of knowledge on the various forms such participation may take, or how it should be evaluated.  This paper outlines two major pedagogical approaches, the transmission model and the transformation model and suggests that the transformation model is uniquely suited for online learning.  Once the preferred model is established, guidance in ways to foster online student participation is provided.

scholarly journals From design to impact: a phenomenological study of HumanMOOC participants’ learning and implementation into practice

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Patrice Torcivia Prusko ◽  
Heather Robinson ◽  
Whitney Kilgore ◽  
Maha Al-Freih
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Phenomenological Study ◽  
Personal Accomplishment ◽  
Analysis Process ◽  
Intention To Participate ◽  
Community Of Inquiry Framework ◽  
The Impact

The purpose of this research study is to shift the focus on Massive Open Online Course (MOOC) research by changing the narrative surrounding MOOC effectiveness from issues of course completion and certification to the impact of these courses on participants’ actual practices. The “Humanizing Online Teaching and Learning” or HumanMOOC was offered four times with 2,614 participants overall and covered topics on the elements of the Community of Inquiry framework: social presence, teaching presence, and cognitive presence. Through phenomenological inquiry, literature review, demographics, survey and interviews, the researchers gathered and analyzed information from learners who completed the HumanMOOC. Three themes of the interviews that emerged from the coding analysis process are: learning journeyers, I think I can, and bringing it back to the classroom. The intention to participate and to overcome barriers, and the increase in self-efficacy as a result of personal accomplishment, impacted the participants’ will to implement what was learned into their teaching practice.

scholarly journals UNIVERSITY INSTRUCTORS’ REFLECTIONS ON THEIR FIRST ONLINE TEACHING EXPERIENCES

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Dianne Conrad
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Graduate Program ◽  
Teaching Experience ◽  
Teaching Online ◽  
Face To Face ◽  
University Instructors ◽  
First Time ◽  
Depth Interviews

Moving from traditional face-to-face teaching to teaching online can be a precarious process for instructors. In this qualitative study, I interviewed instructors who were engaged in online teaching, for the first time, in a graduate program at a Canadian university. All instructors had some postsecondary face-to-face teaching experience. In-depth interviews with the instructors showed that they had very little knowledge of the new medium they were entering and relied heavily on their face-to-face experiences and their own pedagogy. Instructors’ reflections on their performances centered largely on their roles as deliverers of content. They revealed very little awareness of issues of collaborative learning, of learners’ social presence, or of the role of community in online learning environments.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

scholarly journals Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Florence Martin ◽  
Swapna Kumar ◽  
Liane She
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Teaching ◽  
Online Courses ◽  
Instructional Designers ◽  
Online Instructors ◽  
Teaching Online ◽  
Research And Practice ◽  
Lifelong Learner ◽  
Online Instructor

Online instructors adopt various roles and perform various competencies in the design and delivery of online courses. In this study, online instructor roles are categorized into eight types including Subject Matter Expert, Course Designer and Developer, Course Facilitator, Course Manager, Advisor/Mentor, Assessor/Evaluator, Technology Expert, and Lifelong Learner. Through survey-based research with 141 online instructors, this study examines competencies that online instructors perform based on various roles. When rating competencies, overall categorical means for all the roles were rated above 4.00, which showed that they used all these roles. The highest rated items and lowest rated items are discussed in addition to the connection between research and practice in online teaching. Online instructors who participate in training and who collaborate with instructional designers rated the frequency with which they perform the competencies to be higher. This study has implications for online instructors, instructional designers, and administrators who design and deliver online learning and offer professional development for online instructors.

Planning and Teaching Online Courses

2011 ◽  
pp. 1628-1638
Author(s):  
Riad S. Aisami
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Courses ◽  
Work Schedule ◽  
Teaching Online ◽  
Working Adults ◽  
Course Materials ◽  
Instructional Activities ◽  
Unlimited Access ◽  
Non Traditional Students

Generally, online courses intend to present a non-traditionallearning approach for non-traditional students. Working adults can achieve success in pursuing higher education degrees without compromising their work schedule. Online courses aim to be flexible and convenient while achieving effective instructional results. Online teaching can allow students unlimited access to the course materials and provide them with interactive and engaging instructional activities.

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