Online Instruction as a Caring Endeavor

2011 ◽  
pp. 1361-1364
Author(s):  
Jeanine E. Gangeness
Keyword(s):  
Online Instruction ◽  
Nursing Program ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Student Connectedness ◽  
Online Format

Online instruction in a nursing program strikes fear into the most dedicated and compassionate nursing instructor. Concerns range from unfamiliarity with online pedagogy to the potential for decreased student connectedness. Being unfamiliar with the online format can be overcome through a series of self-training, taking courses online, and dedication to the process. Student connectedness is basic to the caring and compassionate professions, and some assume the online format will create an atmosphere of disconnectedness and isolation. To combat this disconnectedness and isolation, an attitude of caring and an atmosphere of mentoring are required in the online classroom. This article considers the basics of both the concepts of caring and online instruction.

Online Instruction as a Caring Endeavor

2011 ◽  
pp. 1497-1500
Author(s):  
Jeanine E. Gangeness
Keyword(s):  
Online Instruction ◽  
Student Nurses ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Professional Nurse ◽  
Student Connectedness ◽  
Online Format ◽  
Nurse Autonomy

Online instruction has been approached with caution by nursing. Concerns range from unfamiliarity with online pedagogy to the potential for decreased student connectedness. Being unfamiliar with the online format can be overcome through a series of self-training, taking courses online, and dedication to the process. Student connectedness is basic to nursing and a caring and compassionate profession. It has been argued that an online format will create an atmosphere of disconnectedness and isolation. To combat this disconnectedness and isolation, an atmosphere of caring is required in the online classroom. This article considers the basics of both creating an atmosphere of caring and concepts that support the online pedagogy. Caring is the essence of nursing and should be conveyed in the instruction of nurses. Online instruction can facilitate a caring atmosphere, when done properly, and promote growth for student nurses. Grounding this notion is a brief discussion of various nursing concepts and theories on caring, and how the key elements of some of these theories relate directly to the outcomes of online instruction. In addition to the concept of caring and relating this to online instruction, a connection to the supporting concepts of trust and professional nurse autonomy are intimately connecting to caring and online instruction. This connection illustrates the foundational results of online instruction and how these are indeed the same elements of the concept of caring.

Identifying the Differences Between Online and F2F Teaching

2014 ◽  
pp. 123-146
Keyword(s):  
Online Learning ◽  
Online Teaching ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Face To Face ◽  
Negative Stereotype ◽  
Distinct Area ◽  
Similarities And Differences ◽  
Area Of Study

Governing agencies and administrators of education have typically been operating under the impression that online teaching is Face-to-Face (F2F) teaching using computers. This belief is a negative stereotype of education that is continually disproven by instructors of both modes, students of both modes, and research into the similarities and differences. Traditional pedagogies have a longstanding role in the F2F classroom, which do not always transfer into the online classroom. Rather, online pedagogy should be considered as a distinct area of study that addresses the new and evolving pedagogies regarding technology and online learning. Specifically, this chapter identifies what the differences are between online and F2F education in order to demonstrate the unique and necessary distinction of online pedagogy from traditional pedagogies.

scholarly journals HIGHER EDUCATION LEARNERS’ ATTITUDES TOWARDS EMERGENCY ONLINE INSTRUCTION DURING COVID-19 PANDEMIC: THE CONTEXT OF TURKEY

2021 ◽  
pp. 123-132
Author(s):  
Mohammadreza Valizadeh ◽  
Fatemeh Soltanpour
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Instruction ◽  
Quantitative Data ◽  
Online Teaching ◽  
Assessment Procedure ◽  
Technological Infrastructure ◽  
Teacher Student ◽  
Face To Face Learning ◽  
Online Format

This mixed-methods study aimed at investigating the Turkish higher education learners’ attitudes towards Emergency Online Teaching (EOT) under the Covid-19 pandemic in order to discover the benefits and drawbacks of it. The participants were 251 higher education learners who received the EOT during the Covid-19 crisis in Turkey. Both qualitative and quantitative data were gathered by means of a questionnaire in August 2020. Quantitative data were obtained via closed-ended questions with the response on a Likert-scale format. Qualitative data were acquired through open-ended questions. The results showed that the hurried shift to an online instruction by universities in Turkey was not fully satisfactory and the majority of the respondents (74.1%) preferred face-to-face learning to the online format, however, the participants also stated that they felt safer during this pandemic disease thanks to the availability of distant online education. The drawbacks they mentioned included inadequate technological infrastructure or facilities, lack of sufficient teacher-student and peer interaction, lack of learners’ attention and concentration, tediousness of online lessons, learners’ inadequate engagement in class activities, as well as the absence of comprehensive assessment procedure.

Resilience and Its Importance to Online Students

2021 ◽  
pp. 67-92
Author(s):  
Mary I. Dereshiwsky
Keyword(s):  
Online Learning ◽  
Online Instruction ◽  
Student Assessment ◽  
Learning Experiences ◽  
Online Classroom ◽  
Online Student ◽  
Effective Learning ◽  
Student Resilience ◽  
Life Success ◽  
The Impact

Resilience is a key life success trait that can spell the distinction in success or failure of learning experiences for students. The online classroom is characterized by some unique challenges regarding student resilience. These challenges, as well as prospective strategies to overcome them, will be specifically discussed in the areas of technology, communication, and student assessment. Individual focus will be given to the impact of the COVID-19 pandemic and lockdown on mandated all-online instruction and its impacts on resilience of students, many of whom were suddenly required to adapt to online learning. Understanding the factors that facilitate development of online student resilience will enable instructors to create maximally effective learning experiences for their students.

scholarly journals The Three C’s of Effective Online Instruction

2017 ◽  
Vol 1 (3) ◽  
pp. 1-3 ◽  
Author(s):  
Keri E. Justice
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Nursing Faculty ◽  
Online Instruction ◽  
Learning Experience ◽  
Meaningful Learning ◽  
Instructional Delivery ◽  
Online Learners ◽  
Online Classroom ◽  
Program Satisfaction

Although much focus is given to the technological and instructional delivery aspects of online learning, there is also much research available that indicates that online learners perceive instructional effectiveness in the online classroom based on cognitive and social aspects more so than the mechanisms for delivery of content. The perception that online learners do not crave a socially intimate and cognitively meaningful learning experience is false, and often these aspects contribute the greatest to the student’s overall satisfaction with the online learning experience. Behaviors and actions that can be modeled and implemented quite easily in any online course that will significantly increase the effectiveness of online instruction are those that develop and promote communication, connectivity, and compassion. In fact, the Institute for Higher Education Policy’s 2000 report of benchmarks for successful online education emphasizes interaction and engagement in the online learning environment, beyond their focus on instructional delivery mechanisms and materials, course curriculum development, and content of the course itself. By implementing behaviors/actions that model connectivity, compassion, and communication, online learners experience a perceived increase in the quality of instruction they receive and an overall increase in program satisfaction, while faculty and the organization experience an increase in satisfaction due to improved faculty-student relationships, assurance of quality education for the community served, and intrinsic motivation for the provision of more meaningful learning. Key words: Online learning, Online instruction, Effective instruction, Distance learning, Nursing faculty, Communication, Connectivity, Compassion, Instructional delivery

scholarly journals An Observational Study of Engineering Online Education During the COVID-19 Pandemic

2020 ◽  
Author(s):  
Shadnaz Asgari ◽  
Jelena Trajkovic ◽  
Mehran Rahmani ◽  
Wenlu Zhang ◽  
Roger C. Lo ◽  
...  
Keyword(s):  
Online Education ◽  
Observational Study ◽  
Engineering Education ◽  
Online Instruction ◽  
Negative Impact ◽  
Sudden Change ◽  
Underrepresented Students ◽  
Negative Effects ◽  
Face To Face Instruction ◽  
Online Format

Although online education has become a viable and major component of higher education in many fields, its employment in engineering disciplines has been limited. COVID-19 pandemic compelled the global and abrupt conversion of conventional face-to-face instruction to the online format. The negative impact of such sudden change is undeniable. Urgent and careful planning is needed to mitigate pandemic negative effects on engineering education, especially for vulnerable, disadvantaged, and underrepresented students who have to deal with additional challenges (e.g. digital equity gap). To enhance engineering online instruction during the pandemic era, we conducted an observational study at California State University, Long Beach (a minority-serving institution). 110 faculty and 627 students from six engineering departments participated in our surveys and answered quantitative and qualitative questions to highlight the challenges they experienced during the online instruction in Spring 2020. In this work, we present the results of these surveys in detail and propose solutions to address the identified issues including logistical, technical, learning/teaching challenges, assessment methods, and hands-on training. As the pandemic continues, sharing these results with other educators can help with more effective planning and choice of best practices to improve the online engineering education during COVID-19 and beyond.

Moving K-12 Coursework Online

2019 ◽  
pp. 477-499
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

scholarly journals COVID-19 Induced Transition from Classroom to Online Mid Semester: Case Study on Faculty and Students’ Preferences and Opinions

2020 ◽  
Vol 11 (0) ◽  
Author(s):  
Sudipta Roy ◽  
Bonnie Covelli
Keyword(s):  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Prior Experience ◽  
Comfort Level ◽  
Online Classes ◽  
Online Pedagogy ◽  
Spring Break ◽  
Comfort Levels ◽  
Online Format

Objectives: The purpose of this study was to investigate faculty and students’ reactions to the COVID-19 emergency move to online classes. The goal was to better inform instructional strategies to be used in similar circumstances and to inform best practices in online pedagogy. Method: Online surveys were administered to students and faculty near the end of the semester to evaluate different aspects of the transition. Classes included in the study were scheduled as full-semester, on-campus classes but made an emergency switch to online post-spring break, after eight weeks. Results: Students’ and faculty’s comfort levels at the time of the switch depended on the amount of prior experience they had in online teaching and learning. Individual students and faculty experienced varying degrees of ease of adjustment to the switch in format from in-class to online. Faculty had to adapt quickly to determine the best way to replicate the in-class experience. Many faculty would depend on familiarity with technology and creativity with its usage. To varying degrees, comfort level improved as the semester progressed for both faculty and students. Still, a majority of students expressed less interest than before in taking online classes. Conclusions: The level of preparedness of faculty and students determined the outcome of this natural experiment. The adjustment was easier for those with prior experience with the online format and/or for those who felt comfortable with the format. Implication for Practice: As faculty and students prepare to return to the classroom, consideration can be given to best practices in online pedagogy to support students and faculty. Our findings point to the need for institutional preparedness for unforeseen circumstances.

Moving K-12 Coursework Online

2021 ◽  
pp. 1100-1122
Author(s):  
Wayne Journell ◽  
David Schouweiler
Keyword(s):  
Online Learning ◽  
Adult Learners ◽  
Best Practices ◽  
University Students ◽  
Online Instruction ◽  
Online Courses ◽  
Learning Opportunities ◽  
Online Pedagogy ◽  
Formally Trained ◽  
K 12

Online learning is part of the future of K-12 education. However, few online K-12 instructors have been formally trained in online pedagogy. This chapter describes best practices in creating online courses for K-12 students. Many aspects of online learning are the same regardless of the age of the students taking the courses, but adolescents often experience online instruction differently than university students or adult learners. Although far from comprehensive, this chapter describes basic guidelines and offers recommendations for K-12 educators wishing to create engaging online learning opportunities for their students.

Defining and Evaluating Online Pedagogy

2014 ◽  
pp. 100-122
Keyword(s):  
Teaching And Learning ◽  
Subject Area ◽  
Educational Process ◽  
Online Pedagogy ◽  
Online Classroom ◽  
Research Scholarship ◽  
Online Pedagogies ◽  
Traditional Pedagogy ◽  
The Way

Online pedagogy is a new subject area in terms of education compared to traditional pedagogy. Specifically referring to the way a teacher can teach online and the way in which a student can learn online, this area of study may have some overlap with traditional pedagogies but relies on new ways of thinking, teaching, and learning in order to be successful. This chapter defines the term online pedagogy as it relates to traditional notions of the educational process. By understanding the role of the instructor in the online classroom, a reader is able to understand the distinction between traditional and online pedagogies. Furthermore, by demonstrating the significant differences in teaching and learning, online pedagogy is uniquely justified as a new area of research, scholarship, and development.

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