Organizational Change and Online Education at HBCUs

2018 ◽  
pp. 243-263
Author(s):  
Sheila Witherspoon ◽  
Leonis S. Wright
Keyword(s):  
Organizational Change ◽  
Online Education ◽  
Online Teaching ◽  
Academic Programs ◽  
Faculty Members ◽  
Teaching Evaluations ◽  
Research Scholarship ◽  
The Face ◽  
Rank And Tenure ◽  
Live Instruction

This chapter examines how mentoring pre-tenured and tenured faculty during organizational change of implementing fully online academic programs impacts resistant and/or supportive faculty. By using a case of an experience of some faculty at HBCUs, the authors examine how mentorship is necessary to engender a supportive and successful transition in the face of faculty members' resistance to including online education. Influence on faculty becoming adept experts of online teaching and education, prioritizing online teaching and its impact on how they approach live instruction, and anticipating how a designated mentor(s) affects teaching evaluations and research scholarship necessary to achieve rank and tenure promotion will be delineated.

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.

scholarly journals Navigating Distance and Traditional Higher Education: Online faculty experiences

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Alice G. Yick ◽  
Pam Patrick ◽  
Amanda Costin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Academic Culture ◽  
Policy Decision ◽  
Discussion Board ◽  
Faculty Members ◽  
Online Faculty ◽  
Faculty Experiences

<P>The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members&rsquo; experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.</P> <P><B>Key words:</B> distance education, online education, online faculty experiences, academia, tenure</P>

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector&#39;s capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students&#39; knowledge and skills, and it may be used as an instructional tool in medical school.

scholarly journals Transformation of Higher Education into New Normal

2021 ◽  
Vol 11 (3) ◽  
pp. 125
Author(s):  
Osman Ferda Beytekin
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Teaching Style ◽  
Faculty Members ◽  
Experience Teaching ◽  
The Future ◽  
University Support ◽  
First Time

The purpose of this qualitative study was to get a better understanding of faculty members&#39; views on the future of higher education by their first-time online teaching experiences during the Fall 2021 academic semester, which was impacted by the COVID-19 pandemic. Due to the outbreak&#39;s rapid and widespread dissemination, it created a unique phenomenon that had a significant impact on faculty members who had no prior experience teaching courses entirely online. In order to conduct this qualitative research, purposive sampling was used to choose ten faculty members from a variety of disciplines who had at least ten years of experience teaching in a traditional classroom setting at a public university in Izmir, Turkey. Faculty members were asked about the future of higher education in the aftermath of the COVID-19 pandemic. Apart from that, each faculty member was asked to discuss how the mandatory shift to online education altered their teaching style and how institutional help impacted their experiences throughout the pandemic. As a consequence of their observations and statements of their perspectives on events they witnessed and personally experienced, the key issue of &quot;transformation of higher education with hybrid perspective&quot; developed as a central theme. The data analysis revealed the following subthemes: &quot;educators on the internet,&quot; &quot;sustain and evolve,&quot; and &quot;university support&quot;. These findings may be applied in a variety of contexts, including educational leadership and the design of hybrid and online courses, among other applications in higher education.

scholarly journals Impact of the COVID-19 pandemic on women’s health nursing clinical practicums in the spring 2020 semester in Korea: a nationwide survey study

2021 ◽  
Vol 27 (3) ◽  
pp. 256-264
Author(s):  
Mijong Kim ◽  
Geum Hee Jeong ◽  
Hae Sook Park ◽  
Sukhee Ahn
Keyword(s):  
Online Education ◽  
Women’S Health ◽  
Women's Health ◽  
Teaching Methods ◽  
Online Teaching ◽  
Faculty Members ◽  
Undergraduate Nursing ◽  
Health Nursing ◽  
The Impact ◽  
Nursing Clinical

Purpose: This study investigated the impact of coronavirus disease 2019 (COVID-19) on women’s health nursing clinical practicums in undergraduate nursing schools in Korea during the spring 2020 semester. Methods: A cross-sectional online survey on clinical practicum teaching experiences in the spring 2020 semester was distributed to members of the Korean Society of Women Health Nursing (KSWHN) who taught undergraduate nursing. One faculty member from each of 203 institutions was requested to respond and there were no duplicate participants. Seventy-nine participants (38.9%) responded and 74 responses were analyzed. Descriptive statistics were presented for all survey items. Results: Fifty-two faculty members (70.3%) belonged to universities and 22 (29.7%) taught at colleges. Thirty-eight (51.4%) answered that their institutions had affiliated teaching hospitals. More than half (52.7%) conducted hospital-based clinical practicums either entirely (n=20) or partially (n=19), whereas the rest of them (47.3%) conducted clinical practicums at school or home via online teaching. The typical teaching methods for offline or online education were case conferences, tests or quizzes, scenario studies, nursing skill practicums, (virtual) nursing simulations, and simulated patient education. Most of faculties (93.2%) supported the development of an educational platform to share educational materials and resources, such as case scenarios. Conclusion: Nursing faculty members utilized various teaching methods to enhance clinical skills and mitigate limited clinical exposure during the early stage of the COVID-19 pandemic. The KSWHN should move forward to develop an education platform and modalities for members who face many challenges related to the accessibility and quality of nursing education contents.

scholarly journals Towards Ethically Responsive Online Education: Variables and Strategies from Educators’ Perspective

2020 ◽  
Vol 9 (1) ◽  
pp. 79
Author(s):  
Tahani I. Aldosemani
Keyword(s):  
Online Education ◽  
Learning Environments ◽  
Online Teaching ◽  
Faculty Members ◽  
Ethical Challenges ◽  
Teaching Experiences ◽  
Online Learning Environments ◽  
Academic Degree ◽  
Effective Strategies ◽  
Significant Difference

The main purpose of this study is to quantitatively identify the most recurrent ethical challenges instructors usually encounter in their online teaching and the most effective strategies to solve and avoid these challenges. Among the faculty members, 52% stated that they encountered certain ethical challenges in their teaching. Although ANOVA tests showed that there is no significant difference between instructors with different academic degrees and different teaching experiences. This shows that that the probability of these challenges could occur in online learning environments regardless instructors&rsquo; academic degree or online teaching experiences.

Incentivizing Adjunct Faculty Participation in Professional Development

2021 ◽  
pp. 162-175
Author(s):  
Lori J. Cooper
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Adjunct Faculty ◽  
Online Teaching ◽  
Faculty Members ◽  
Teaching Methodology ◽  
Faculty Participation ◽  
Development Programs ◽  
Effective Learning ◽  
Methods And Techniques

Without professional development, faculty members may not stay current in their methods and techniques for teaching, which can translate into a less effective learning environment for students. With online education and programs growing in an upward trend, it is imperative that faculty members have access to professional development that support current online teaching methodology and pedagogical/andrological practices. Turning to motivational methods may increase the level of engagement with professional development, where adjunct faculty members feel they are rewarded for their time and participation. This chapter uses motivation theories as a framework to review the existing literature on incentives for online adjunct faculty members who engage in professional development and the best practices for professional development. Colleges and universities can use this information to establish professional development programs and practices that may increase the level of online adjunct faculty members' participation in professional development opportunities.

scholarly journals Developing and teaching of a world-class online project management curriculum

2011 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen A Leybourne ◽  
Vijay Kanabar ◽  
Roger D.H. Warburton
Keyword(s):  
Project Management ◽  
Online Education ◽  
Online Teaching ◽  
Best Practice ◽  
Online Courses ◽  
The United States ◽  
Academic Quality ◽  
Face To Face ◽  
The Face ◽  
Faculty Time

  The evolution of the internet and collaboration tools have made it possible to enhance the range of online education, and make it universally accessible and eminently affordable. Around 2000, the faculty at Boston University’s Metropolitan College proposed an online master’s degree in project management, using the emerging learning management systems. The program grew quickly from 40 to 200 students, and was one of the first in the United States to be accredited by the Project Management Institute’s Global Accreditation Committee. This academic model has now been extended to other disciplines and programs.It was expected from the outset that the BU online and classroom academic experiences would be completely equivalent. This presented several challenges, the first of which was developing online equivalents for the face-to-face pedagogical course components. Second, writing online courses, recording videos and developing innovative discussion topics is time-consuming, and we quickly realised that only fulltime faculty had the commitment and motivation to devote the required effort to produce quality courses. Finally, the technological resources associated with course development and course operation required significant investment, beyond the faculty time, currently estimated at around $60,000 per course.We surveyed our students and alumni every two years and now have enough data to describe accurately the evolution in attitudes to online education.As one of the earlier and premier adopters of a rigorous academic online education model, BU has a vested interest to contribute to the growing debate about the academic quality and rigour of online education, the application of high pedagogical standards, and the innovative use of online teaching frameworks and tools. This paper will address and document these issues and assist in raising awareness of emerging “best practice” in the online education domain. 

scholarly journals Online Education and the COVID-19 Outbreak: A Case Study of Online Teaching during Lockdown

2021 ◽  
Vol 11 (2) ◽  
pp. 72 ◽  
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Education ◽  
Research Methods ◽  
Online Teaching ◽  
Design Research ◽  
Digital Platforms ◽  
Learning And Teaching ◽  
Challenges And Opportunities ◽  
The Face ◽  
The Uk

The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

scholarly journals Online Learning Amidst COVID-19 Pandemic: an Analysis of Bhutanese Context

2021 ◽  
Vol 2 (2) ◽  
Author(s):  
Deki Peldon
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Instructional Materials ◽  
Individual Student ◽  
First Case ◽  
Imported Cases ◽  
The Face ◽  
Learning Platforms ◽  
Teacher Professional

Contact teaching has always been a common practice in Bhutanese Education System. But the COVID-19 pandemic threatened its stability and has mandated the shift in the way to cater to the need of learners. In the face of such adversity administration of online education came as an appropriate antidote. The transaction to online teaching took place in March 2020 with the detection of the first case of COVID -19 along with rising number of imported cases owing to the return of Bhutanese from abroad. This article portrays the ability of Bhutan to continue education in the midst of lockdown through online learning platforms and reaching out the unreached through distribution of SIM (self-instructional materials) for various key stages. This modus operandi took care of every individual student. No one was left behind in terms of their achievement of the expected learning outcomes. Bhutan’s experiences can intensify everyone’s attention towards sensitizing both teachers and learners on different modes of online delivery to engage learners meaningfully during unforeseen times. Furthermore, it can serve as a catalyst in bettering future preparation through teacher professional development.

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