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 Case Method and Collaborative Learning

2008 ◽  
pp. 66-88
Author(s):  
Stephanie L. Brooke
Keyword(s):  
Online Education ◽  
Case Studies ◽  
Online Courses ◽  
Thinking Skills ◽  
Virtual Classroom ◽  
Critical Thinking Skills ◽  
Case Method ◽  
Online Classes ◽  
Higher Order Thinking Skills ◽  
Teaching Online

With increasing interest in online education, instructors must have a repertoire of tools available to promote the critical thinking skills of their students. This chapter will present the case method as one pedagogical approach for teaching online courses. Example cases are provided. Pedagogical approaches to working with new and seasoned online students are addressed. Further, the benefits of using the case method to promote learning in the virtual classroom are explained. The case studies presented for online classes present concrete situations that can be used to stimulate analysis, requiring students to project how they might respond to a set of circumstances. The case studies promote Socratic dialogue and higher order thinking skills. Further, the case method can be a good vehicle for stimulating students’ thoughts about step-by-step planning.

Essential Skills for the 21st Century Workforce

2019 ◽  
pp. 134-147
Author(s):  
Maureen N. Short ◽  
Yolanda Keller-Bell
Keyword(s):  
Critical Thinking ◽  
Labor Markets ◽  
Technological Innovation ◽  
21St Century ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
First Century ◽  
Knowledge And Skills ◽  
New Knowledge ◽  
Workforce Skills

This chapter contends that increasing technological innovation has disrupted and continues to disrupt the labor markets making some jobs obsolete and workers redundant. The key to success in the twenty-first century and future labor markets is to combine hard and soft skills into a comprehensive package tailored to specific needs including the ability to think clearly about complex problems, apply creative and innovation solutions to solve problems, and apply new knowledge and skills in new settings. This chapter will provide a discussion of some of the reasons underlying the demand for higher workforce skills and a descriptive overview of curricula and pedagogy that promote students' acquisition and application of critical thinking skills as well as other skills considered essential for 21st century workforce.

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 Development of Critical Thinking Skills for Macedonian Language for Professional Purposes 2 During the Online Teaching Period

SEEU Review ◽  
2020 ◽  
Vol 15 (1) ◽  
pp. 60-70
Author(s):  
Blagojka Zdravkovska-Adamova ◽  
Aleksandra P. Taneska
Keyword(s):  
Critical Thinking ◽  
Online Teaching ◽  
Thinking Skills ◽  
Educational Process ◽  
Critical Thinking Skills ◽  
Modern World ◽  
Social Rules ◽  
Final Grade ◽  
Main Challenge ◽  
Key Skills

Abstract The aim of this paper is to present the results of our analysis regarding the development of critical thinking skills for the subject Macedonian language for specific purposes 2, research conducted in the online teaching period in the academic 2019-2020. The appearance of COVID-19 virus in March 2020 and the pandemic that it caused seriously affected the educational process. But the well-established Google Meet and Google Classroom platforms have proven to be a solid foundation for teaching in extraordinary circumstances at SEEU. Our goal in the past period was mainly aimed at developing and improving the critical thinking skills which are clearly defined in the syllabus. Definitions of the term critical thinking are given, as well as the results of our research regarding the development of critical thinking skills during online teaching. In terms of methodology, for each skill an exercise was given, which was assessed by the professor and the students received feedback. Our research covers 7 critical thinking skills. An analysis is emphasized as one of the key skills for developing critical thinking. The ability to apply established personal, professional and social rules and criteria reflects students’ ability to present information in their own way. In the modern world, access to information is readily available. The development of critical thinking by mastering the skill of logical reasoning was aimed at establishing correlations and conclusions that are supported or determined by the above data in the form of a debate on the criteria for successful professional communication. The ability to distinguish is emphasized as one of the skills for developing critical thinking. The novelties in the future should be mainly focused on the main challenge, which is the motivation of the students for active participation because according to our expected results there was more pressure for their activity on Google Meet, but they showed significant interest in the exercises that affected the final grade (according to our previous experience, that was characteristic for the period of teaching with physical presence). The active involvement of the students, but also the additional engagement of the professors in these extraordinary circumstances will contribute to a quality and smooth mastering of the skills for critical analysis.

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.

Authentic Online Branching Simulations

2018 ◽  
pp. 1197-1216
Author(s):  
Eric Bernstein ◽  
Sarah A. McMenamin ◽  
Michael C. Johanek
Keyword(s):  
Social Cognitive ◽  
Online Courses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Interactions ◽  
Production Value ◽  
Professional Fields ◽  
Authentic Learning Experiences ◽  
Social Cognitive Theories

This chapter describes the use of online branching simulations, with varying levels of production value and using a variety of different development tools, to create authentic experiences for students in online courses. Simulations are a method of increasing student engagement, providing authentic learning experiences that enhance critical thinking skills and foster meaningful collaborative interactions among students. By creating simulations that are online, they are scalable and especially effective for use in distance and online learning environments. The use of these simulations draws on research supporting the effectiveness of simulations in education and in other professional fields, leveraging Social Learning and Social Cognitive Theories and builds off of a Computer-Supported Collaborative Learning (CSCL) framework.

Authentic Online Branching Simulations

2016 ◽  
pp. 244-263
Author(s):  
Eric Bernstein ◽  
Sarah A. McMenamin ◽  
Michael C. Johanek
Keyword(s):  
Social Cognitive ◽  
Online Courses ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Computer Supported Collaborative Learning ◽  
Collaborative Interactions ◽  
Production Value ◽  
Professional Fields ◽  
Authentic Learning Experiences ◽  
Social Cognitive Theories

This chapter describes the use of online branching simulations, with varying levels of production value and using a variety of different development tools, to create authentic experiences for students in online courses. Simulations are a method of increasing student engagement, providing authentic learning experiences that enhance critical thinking skills and foster meaningful collaborative interactions among students. By creating simulations that are online, they are scalable and especially effective for use in distance and online learning environments. The use of these simulations draws on research supporting the effectiveness of simulations in education and in other professional fields, leveraging Social Learning and Social Cognitive Theories and builds off of a Computer-Supported Collaborative Learning (CSCL) framework.

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.

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