Central Ideas

2011 ◽  
pp. 210-235
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Online Teaching ◽  
Teaching Style ◽  
Interview Data ◽  
Online Environment ◽  
Online Classroom ◽  
Teaching Online ◽  
Technology And Teaching

In the previous chapters, teachers shared their experiences and feelings about online teaching; we have seen some of the perspectives related to online teaching and to teaching in general. Teachers talked about how the online environment affects them and their teaching style; about the tradeoffs they find; the issues associated with technology and teaching online; about the adjustments they feel they have to make; and about the benefits and the losses they notice as a result of their teaching online. Thus this chapter tries to put things in perspective and find out how, if at all, these stories intersect. The chapter also focuses on the central ideas that are related to technology and its use in the online classroom, ideas that have been derived from the interview data.

Central Ideas

2011 ◽  
pp. 183-209
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Online Teaching ◽  
Online Environment ◽  
Teaching Online ◽  
Teachers Experiences ◽  
Teacher Needs ◽  
Technology And Teaching

In the previous chapters, teachers shared their online teaching stories. They talked about how the online environment affects them and their teaching, about the tradeoffs they find, the issues associated with technology and teaching online, and about the adjustments they feel they make. They also shared the benefits and the losses they notice as a result of their teaching online. While all these data are fascinating, it is now time to put things in perspective and find out how, if at all, these stories intersect and help us coin a better understanding of the teachers’ experiences in the online environment. This chapter focuses on the central ideas that are related to teaching and will discuss the first four core categories identified: Teaching, Teaching Demands, Teacher Needs, and Teaching Dimensions.

Examining the Factors that Influence how Instructors Provide Feedback in Online Learning Environments

2015 ◽  
Vol 5 (4) ◽  
pp. 47-66 ◽  
Author(s):  
Susan S. Conrad ◽  
Nada Dabbagh
Keyword(s):  
Course Design ◽  
Teaching Style ◽  
Descriptive Study ◽  
Delivery Mode ◽  
Online Environment ◽  
Online Learning Environments ◽  
Online Delivery ◽  
Teaching Online ◽  
Future Behavior ◽  
Feedback Delivery

Feedback is considered to be the bridge between what has been learned and what the student should know. Feedback can correct misconceptions, motivate learners, stimulate deep thinking, and guide future behavior. However, in the online environment instructors must rely upon technologies to deliver feedback to students. To better understand the prompts and processes for online delivery of feedback, a descriptive study of higher education instructors who teach online was conducted to discover what events trigger instructor feedback and what tools the instructors choose to administer this feedback to online students. Results of the study revealed that the chosen feedback delivery mode and method are impacted by an instructor's technology expertise, the class size, and audience composition and assessment type. The study revealed that instructors teaching online have transformed their pedagogy by purposively planning feedback methods into their course design and applying reflective methods into their teaching style.

scholarly journals THE INFLUENCE OF ONLINE TEACHING ON FACE-TO-FACE TEACHING PRACTICES

2019 ◽  
Vol 13 (2) ◽  
Author(s):  
Norma I. Scagnoli ◽  
Lydia P. Buki ◽  
Scott D. Johnson
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Style ◽  
Educational Practice ◽  
Teaching Experience ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Online Environment ◽  
Pedagogical Strategies ◽  
Face To Face

The integration of online technologies in educational practice is rendering new opportunities for teaching and learning. It is known that instructors who have taught fully online courses have acquired new skills and have had the opportunity to implement novel pedagogical practices in the online environment. However, it is unclear whether direct exposure to fully online teaching facilitates the integration of technology in traditional classrooms. This qualitative investigation examined the transfer of four experienced faculty members’ pedagogical practices from online to face-to-face teaching. Results of this case study show that (a) the instructors’ online teaching experience influenced their perceptions and understanding of online pedagogical strategies, and (b) the transfer of pedagogical strategies back to the classroom is a complex process influenced by the instructors’ teaching style, satisfaction with working in the online environment, and the similarity of content and context between online and face-to-face courses. These findings have the potential to inform innovations in faculty training and development and to promote further research in this area.

scholarly journals Faculty Training for Online Teaching: Roles, Competences, Contents

2019 ◽  
Vol 28 (2) ◽  
pp. 51-62 ◽  
Author(s):  
Mansur F. Galikhanov ◽  
Gulnara F. Khasanova
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Professional Education ◽  
Online Teaching ◽  
Core Competencies ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Teaching Online ◽  
Online Teachers ◽  
Training Faculty

An important trend in higher education is an increasing use of digital technologies and an expansion of online-learning formats, which poses new challenges for university faculty to master the pedagogical competences in teaching online.Universities are forced to expand their educational activities in the online environment, and to involve an increasing number of teachers in the design and delivery of online courses. However, faculty members often do not have the necessary skills and competencies, and their experience in the use of digital technology is insufficient. Meanwhile, the success of online teaching depends not only on advanced methods and technologies, but first of all on the quality of faculty involved. An important issue is how teachers are trained to perform these tasks. To ensure the effectiveness of online education, the Institute of Further Professional Education of the Kazan National Research Technological University is developing approaches to training faculty for the transition to virtual learning environment. They should take into account factors, incentives and barriers affecting faculty’s participation in online teaching, and analyze changes in the activities of teaching stuff in the online environment.The paper dwells on the foreign experience in training faculty for online teaching. We analyzed publications considering new roles and competencies of online teachers, barriers and motivations that encourage faculty to participate in online learning. The paper gives an overview of the content of foreign training courses aimed at the formation of a complex of subject, pedagogical and technological competences of faculty related to online teaching. The main goal of the analysis was to determine the core competencies of online teachers, so that to reflect them in the program of training faculty for teaching online.

scholarly journals Being and becoming online teachers

2021 ◽  
Vol 30 (1) ◽  
pp. 30
Author(s):  
Jennifer Branch-Mueller ◽  
Jerine Pegg ◽  
Mijung Kim ◽  
Trudy Cardinal
Keyword(s):  
Narrative Inquiry ◽  
Online Teaching ◽  
Online Classroom ◽  
Teaching Online ◽  
Online Teachers ◽  
Collective Experience ◽  
Classroom Communities ◽  
Stories To Live By ◽  
Autobiographical Narrative ◽  
Being And Becoming

In this paper, we retell the process of our collective autobiographical narrative inquiry into our experiences of teaching online.  Our research wonders come from two questions, What is online teaching? and, Who are we in this space? Early in our time together we came to understand how our individual backgrounds, experiences, and perspectives have influenced the ways we see, create, and navigate our place, and our students’ place, in online classroom communities.  We also came to understand how the stories to live by that we carried of becoming “teacher” shaped the ways we live and experience online teaching. From this collective experience we see the potential and value of autobiographical narrative inquiry for all those being and becoming online teachers.

Teaching Tradeoffs

2011 ◽  
pp. 162-182
Author(s):  
Sorin Walter Gudea
Keyword(s):  
Visual Communication ◽  
Online Teaching ◽  
School Administrators ◽  
Teaching Style ◽  
Behavioral Changes ◽  
Academic Departments ◽  
Communication Style ◽  
Teaching Philosophy ◽  
Online Environment ◽  
Online Persona

This chapter explores possible tradeoffs teachers identify in relation to online teaching. Instructors, in the process of teaching, have to constantly interact with their students, with their peers, with academic departments, with school administrators, course developers, and many others. The environment in which they function—the form of teaching—poses specific challenges they need to recognize and manage in order to maintain their effectiveness as teachers. The subjects who were interviewed for this book share their perceptions and experiences regarding the potential and actual tradeoffs to online teaching. They try to compensate, for example, for the lack of visual communication cues factual in the online environment, by modifying the design of the presentation slides they use in class and by changing the format of the course to adapt the materials to the different modality. They also note behavioral changes and gains in communication, with some teachers reporting changing to a completely different online persona. The tradeoffs lead to adjustments that may affect the instructors’ communication style, teaching style, and even their entire teaching philosophy. Ultimately, these affect their career choices.

scholarly journals Zones of Agency: Understanding Online Faculty Experiences of Presence

2020 ◽  
Vol 21 (4) ◽  
pp. 79-95
Author(s):  
Anita Samuel
Keyword(s):  
Online Teaching ◽  
The United States ◽  
Public University ◽  
Online Environment ◽  
Online Faculty ◽  
Faculty Experiences ◽  
Online Instructors ◽  
Teaching Online ◽  
Experience Teaching ◽  
Course Syllabi

As instructors are forced to move their courses online, they are confronted by a sense of isolation and distance from their learners. Research has shown that feelings of loneliness are mitigated when presence is created in the online environment. An interpretive phenomenological analysis was conducted at a public university in the United States to answer the question: What are the determinants of presence for instructors in online teaching? Twenty-five online instructors from various disciplines, with diverse levels of experience teaching online, were recruited for the study. Interviews, analysis of course syllabi, and observations of course sites revealed five determinants of presence for online instructors: content, format, strategies, technology, and students. The crucial factor in deciding an instructor’s experience of presence was the degree of agency instructors had over these determinants. This paper introduces the Zones of Agency for Online Instructors model and describes how the model can be used to enhance instructors’ experiences of presence.

scholarly journals E-Classroom Interactional Competencies: Mediating and Assisting Language Learning During Synchronous Online Lessons

RELC Journal ◽  
2021 ◽  
pp. 003368822098527
Author(s):  
Benjamin Luke Moorhouse ◽  
Yanna Li ◽  
Steve Walsh
Keyword(s):  
Language Learning ◽  
Online Teaching ◽  
English Language ◽  
Teacher Educators ◽  
Language Teachers ◽  
Online Environment ◽  
Management Competencies ◽  
Face To Face ◽  
English Language Teachers ◽  
Synchronous Online

Interaction is seen by many English language teachers and scholars as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These can be referred to as classroom interactional competence (CIC). However, the situation created by the ongoing global COVID-19 pandemic which began in early 2020, and the recent advancement in technologies have led to teachers conducting synchronous online lessons through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilise interaction online in real time. This exploratory study used an online mixed-method survey of 75 university level English language teachers who had engaged in synchronous online teaching due to COVID-19, to explore the competencies that teachers need to use interaction as a tool to mediate and assist language learning in synchronous online lessons. Teachers were found to require three competencies, in addition to their CIC – technological competencies, online environment management competencies, and online teacher interactional competencies – which together constitute e-CIC. The findings provide greater insights into the needs of teachers required to teach synchronously online and will be of interest to teachers and teacher educators.

Transformative Learning in an Online Environment

2010 ◽  
Vol 1 (2) ◽  
pp. 1-9 ◽  
Author(s):  
Patricia Cranton
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Online Teaching ◽  
Transformative Learning Theory ◽  
Online Environment

The purpose of this article is to explore the potential for fostering transformative learning in an online environment. It provides an overview of transformative learning theory, including the variety of perspectives on the theory that have evolved as the theory matured. Strategies and practices for fostering transformative learning are presented, followed by a description of the online environment and how strategies for encouraging transformative learning might be carried into that environment. Students’ voices are brought in to corroborate and to question the importance of these strategies. The article concludes with a discussion of how an educator’s style and strengths can be brought into online teaching, especially with a view to helping learners examine their meaning perspectives.

A Thematic Analysis Of Incivility In Online Classroom: A Study In Indian Context

2021 ◽  
Vol 23 (09) ◽  
pp. 65-84
Author(s):  
Aditi Gupta ◽  
◽  
Anshika Sharma ◽  
Prof. Patiraj Kumari ◽  
◽  
...  
Keyword(s):  
Online Education ◽  
Thematic Analysis ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Questionnaire ◽  
Online Classroom ◽  
School Closures ◽  
Health Crisis ◽  
Academic Activities ◽  
Almost All

The current situation of COVID 19 not only involves global health crisis but also economic and social crises. It has brought about a change in the system of education by conducting all academic activities online. Acc. to ILO, a world of universal distance education (as nearly 94% of learners have faced school closures) is created. Online education is a new concept for most Indians, creates room for incivility. Incivility is defined as a lack of manners, courteousness, and respect which deteriorates the decorum leading to disturbance in teaching and learning of the class. This study is focused on incivility in online teaching and learning. A total of 130 college students from around the country were asked to fill an open-ended online questionnaire to know their views on incivility in the online classroom. The overall thematic analysis resulted in the identification of three themes i.e. reported incidents, possible causes, and measures to reduce incivility in the online classrooms. In the time of pandemic where almost all the dissemination of education is done online to minimize the effect of the pandemic on the education system, incivility is a stumbling block. Therefore, it is important to bring incivility in online education in limelight as tackling incivility is the need of the hour.

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