Faculty Experience of Online Teaching

2013 ◽  
pp. 27-44
Author(s):  
Julia Khanova
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Real Life ◽  
Future Research ◽  
Faculty Role ◽  
Research Attention ◽  
Teaching Online ◽  
Faculty Experience ◽  
Key Dimensions

Online education is growing rapidly and outpacing research efforts in this area. Online teaching in particular has received little research attention. Grounded in existing literature and empirical research, this chapter aims to describe the key dimensions of the faculty experience of preparing and teaching online courses. The differences between online and traditional teaching are highlighted, emphasizing time/effort cost, technology and support needs, as well as the relationship between online teaching technology and pedagogy. The shift in faculty role is discussed. Special attention is given to using various Web resources for online teaching and the impact of this trend on library services. Real-life examples and direct quotes from faculty who teach online are used to illustrate each of the themes and suggest directions for future research.

scholarly journals BRIDGES AND BARRIERS TO TEACHING ONLINE COLLEGE COURSES: A STUDY OF EXPERIENCED ONLINE FACULTY IN THIRTY- SIX COLLEGES

2019 ◽  
Vol 11 (2) ◽  
Author(s):  
Peter Shea
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
The United States ◽  
Future Research ◽  
Education Student ◽  
Online Faculty ◽  
Teaching Online ◽  
Barriers To Teaching

This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments. It is noted that demand for higher education continues to grow in the United States. It is argued that the nature of the higher education student population will likely continue to transform towards a non-traditional profile. These two trends drive an increased demand for alternative routes to a college degree and have fueled dramatic growth in online learning recently. The study identifies faculty acceptance of online teaching as a critical component for future growth to meet this demand and ensure quality. Through analysis of data from 386 faculty teaching online in 36 colleges in a large state university system, the most significant factors that support and undermine motivation to teach online are identified. The top motivator is a more flexible work schedule. The top demotivator is inadequate compensation for perceived greater work than for traditionally delivered courses, especially for online course development, revision, and teaching. However, respondents in this study chose to teach online for a wide variety of reasons many of which were associated with demographic and contextual differences. These distinctions are reviewed in light of their implications for future quality of online education. Additionally, through factor analysis, underlyingconstructs for online faculty motivations are identified. Finally, recommendations are made for policy, practice, faculty development and future research.

scholarly journals Exploring University Instructors’ Challenges in Online Teaching and Design Opportunities during the COVID-19 Pandemic: A Systematic Review

2021 ◽  
Vol 20 (9) ◽  
pp. 308-327
Author(s):  
Sungmin Na ◽  
Hyunggu Jung
Keyword(s):  
Systematic Review ◽  
Literature Review ◽  
Online Education ◽  
Online Teaching ◽  
Meta Analysis ◽  
Design Guidelines ◽  
Future Research ◽  
Online Classes ◽  
Teaching Online ◽  
University Instructors

As the pandemic began, university instructors shifted their classes online to ensure learning for numerous students. While teaching online, the instructors soon encountered many challenges. Existing studies have explored different kinds of challenges through surveys or interviews with instructors. However, to our knowledge, no studies have reported instructors’ challenges in online teaching during COVID-19 through a systematic literature review. Moreover, there are no studies that have suggested design guidelines for creating tools to help instructors. Thus, we identified various challenges that university instructors face while teaching classes online, along with the causes of the challenges, through conducting a systematic review using the preferred reporting items for systematic review and meta-analysis (PRISMA) guidelines. Only the studies (a) reporting the challenges of instructors in online teaching, (b) having reported challenges regarding online teaching during COVID-19, and (c) reporting challenges of instructors from universities/colleges were considered in the systematic review. We found that the biggest category of the challenges that university instructors faced was managing/conducting online classes. Lastly, we propose design opportunities to help instructors to teach an online class more effectively and in interactive ways. This review shows the possibility of overcoming the existing challenges in online teaching with instructors receiving the appropriate support and tools for online classes. Additionally, we suggest some recommendations for future research. We hope this review contributes to a deeper understanding of university instructors’ struggle in online classes and suggests potential solutions for supporting instructors in online education.

scholarly journals Online Teaching. Opportunities, Challenges and Recommendations to Improve Collaboration and Quality of Learning

2021 ◽  
Vol 67 (2) ◽  
pp. 59-84
Author(s):  
Sergiu Maxim ◽  
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Real Life ◽  
Educational Process ◽  
Educational Systems ◽  
Teaching Online ◽  
Face To Face ◽  
Teaching Objectives ◽  
Teachers And Students ◽  
Asking Questions

Remote learning, also known as distance education, can be defined as teaching the students with no face-to-face contact with the teacher in class. Once the Coronavirus spread, globally imposed measures became more and more restrictive leading to a major difficulty for the educational systems: identifying fast solutions to the issue of suspending the classes and lectures in-person. The techniques of online and distance learning also needed changes to fulfill the needs of teachers and students, such as presentation, communication, asking questions and formulating answers, practicing the theory through various exercises, testing and feedback. There are several good practices popular now in online education, some of which are described throughout this article. Developing a complete set of skills in students is fundamental for facilitating the educational process and integrating them in the study and/or working groups, but also for preparing them for real life. This article presents some of the most important abilities to take into account by the educational system. However, most recommendations from instructors teaching online are presence-themed. Establishing a strong connection and feeling part of a supportive community is vital for students. Using video or Skype, video announcements instead of text, using the phone are all ways to a faster connection whenever doubts or questions arise. In addition, training and agility are on top of the priorities list: using technologies that help in achieving teaching objectives; teaching online does not mean that materials once used face-to-face are uploaded on an online platform; training is key whereas technology cannot work and there is a need for a back-up plan.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

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 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 Refection on the development of online physical education during the epidemic

2020 ◽  
Vol 9 (6) ◽  
pp. 219
Author(s):  
Yonggang Zhang
Keyword(s):  
Physical Education ◽  
Online Education ◽  
Online Teaching ◽  
Teaching Method ◽  
Teaching Strategy ◽  
Current Status ◽  
Teaching Online ◽  
Teaching Principles ◽  
Teaching Characteristics ◽  
And Control

In the past few months, the sudden outbreak of new coronary pneumonia disrupted our normal study and life. However, in order not to affect the progress of students’ learning, various schools have carried out online education and carried out non-stop teaching. Online teaching has become the norm in recent months. This teaching method has caught teachers, students, and parents a little bit off guard. However, as time goes by, everyone is becoming more and more familiar with this method. There are still some problems in teaching. This article analyzes the teaching characteristics of online physical education during the prevention and control of the new coronavirus epidemic, as well as the teaching principles of online physical education and the current status of online physical education. The online teaching strategy puts forward several aspects and directions for online physical education to be improved in the future.

scholarly journals ROLES OF FACULTY IN TEACHING ASYNCHRONOUS UNDERGRADUATE COURSES

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Libby V. Morris ◽  
Haixia Xu ◽  
Catherine L. Finnegan
Keyword(s):  
Online Courses ◽  
Future Research ◽  
Online Environment ◽  
Faculty Roles ◽  
Web Based ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Asynchronous Courses ◽  
Novice Instructors ◽  
The Relationship

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empirical guidance to faculty teaching in this environment. Much of the literature is anecdotal and prescriptive, and much more research needs to be done to situate research in practice settings. This study examines faculty roles in the online environment through the perceptions of faculty teaching online and through the archival analysis of their courses. Data were collected through document analysis of ten online courses and from interviews with thirteen instructors in the humanities and social sciences. Using Berge’s typology of online facilitator roles, this study examined the relationship between roles as perceived and enacted by faculty, identified wide variations in faculty roles and participation between experienced and novice instructors, and explored the relationship between faculty workload and perception of facilitation in the online environment. Directions for future research are suggested.

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 Faculty Perceptions of Online Teaching at a Mid-Sized Liberal Arts University

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
Dana L Shreaves ◽  
Yu-Hui Ching ◽  
Lida Uribe-Florez ◽  
Jesús Trespalacios
Keyword(s):  
Online Learning ◽  
Liberal Arts ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Perceptions ◽  
Future Research ◽  
Liberal Arts University ◽  
Online Study ◽  
Data Content ◽  
The University

This mixed-methods study examined faculty perceptions of online teaching at a mid-sized liberal arts university in order to understand faculty acceptance and participation in online teaching at the university. Seventy-nine participants responded to a survey that collected qualitative and quantitative data. Content analysis examined faculty perceptions of online teaching and identified six themes. An examination of 21 quantitative factors identified 17 factors reported by more than 50% of respondents to influence their decision to teach or not teach online. Study participants perceived online learning as attractive to students but they wanted any online courses carefully regulated, in part because online learning was seen as contrary to their teaching values. Participants were influenced by personal preferences but also the desire for robust faculty resources, and more effective technology and infrastructure. Implications and directions for future research were discussed.

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