Challenges Instructors Face in Online Courses

2011 ◽  
pp. 705-715
Author(s):  
Holim Song
Keyword(s):  
Higher Education ◽  
Administrative Support ◽  
Online Courses ◽  
Course Delivery ◽  
Course Management System ◽  
Online Course ◽  
Controversial Issues ◽  
University Administrators ◽  
American Higher Education ◽  
Time Required

As online course has become a popular course delivery method in American higher education, developing online courses has raised controversial issues and challenges for many instructors. University administrators continually put pressure on them to develop and deliver online courses. Most instructors, however, are not responding as quickly as administrators would like. They faces some issues such as lack of technical support, lack of software/adequate equipment, lack of faculty/administrative support, the amount of preparation time required to create assignments, and student resistance. This chapter describes some issues in online courses using Course Management System (CMS) along with challenges that instructors face in higher education when preparing online courses.

Online Learning and Quality Practice With Administrative Support and Collaboration

2021 ◽  
pp. 837-854
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Student Learning ◽  
Postsecondary Education ◽  
Administrative Support ◽  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue ◽  
Teaching Online ◽  
Demand For Education ◽  
Faculty Teaching

Higher education institutions must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy. There is a growing demand for education and a push for non-traditional ways of delivering knowledge and learning. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course. This chapter will examine and review key components of and tools for designing high impact online courses that support student learning and provide suggestions for faculty teaching online courses to assist in creating high-quality online courses that support teaching and, consequently, facilitate opportunities for student learning.

Teaching Virtual Online Courses in an Era of Negative Student Reviews

2019 ◽  
pp. 20-37 ◽  
Author(s):  
Kenneth David Strang
Keyword(s):  
Higher Education ◽  
Mixed Methods Research ◽  
Online Courses ◽  
Teaching Approach ◽  
Student Outcome ◽  
Online Course ◽  
Delivery Methods ◽  
Feedback Analysis ◽  
Constructive Feedback ◽  
Student Grades

Students of higher education are complaining about their online courses or faculty perhaps because universities are pushing to have classroom lectures converted to virtual learning delivery methods but without hiring qualified professors and failing to train faculty to effectively teach online. Different skills are required to effectively teach online courses as compared to lecturing in the classroom. To examine this problem, the author discusses the results of a mixed-methods research design consisting of an experiment followed by constructive feedback analysis. The experiment measured student grades from a standard teaching approach as compared with applying constructivism theory in the same online course at a university. The student outcome effect size for the treatment group was substantial and the analysis of constructive feedback evidence from the students was moderately supportive of the teaching approach.

Quality Online Learning in Higher Education

2019 ◽  
pp. 663-679
Author(s):  
Deborah G. Wooldridge ◽  
Sandra Poirier ◽  
Julia M. Matuga
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Postsecondary Education ◽  
Essential Role ◽  
Information Age ◽  
Traditional Education ◽  
Course Delivery ◽  
Online Course ◽  
Technological Changes ◽  
Cultural Issue

Traditional education systems alone, despite the essential role they have played and will continue to play in learning, are simply not capable of serving the world's growing and changing needs. The knowledge explosion, driven by the power of the network to connect people and spread ideas, has changed the very nature of learning. We must innovate and develop new modes of learning, both formal and informal, that meet the demands of the knowledge-driven economy in this information age. This chapter begins by identifying the technological changes that are affecting all societies and how these changes will specifically impact postsecondary education. The topic of course delivery within this chapter is viewed as a cultural issue that permeates processes from the design of an online course to the evaluation of an online course.

Deceptive Promises

2016 ◽  
pp. 691-701
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

scholarly journals Assessing experiences with online educational videos: Converting multiple constructed responses to quantifiable data

2015 ◽  
Vol 16 (1) ◽  
Author(s):  
David J Harrison
Keyword(s):  
Online Courses ◽  
Course Delivery ◽  
Online Course ◽  
Instructional Designers ◽  
Subjective Experiences ◽  
Qualitative Survey ◽  
Educational Videos ◽  
Constructed Responses ◽  
To Come ◽  
Online Educators

<p>Online educational videos disseminated content for a university pre-service teacher internship program. Placed within an online course management system, the videos were accessed by 202 interns located in several Western U.S. states. To ascertain the interns’ subjective experiences of the online course and videos to assist in the evaluation of the course, the researcher analyzed qualitative survey data in the form of constructed response items using a new qualitative-to-quantitative protocol. Based on phenomenological and grounded theory methods, this protocol was designed to handle the large amount of subjective constructed responses, allowing the inductive understanding of the overall experiences of a common phenomenon. The responses provided critical information that is useful for instructional designers, online educators, and educational video producers. The data suggest:</p><p>1) Universities must carefully consider video hosting options to ensure access.</p><p>2) Online videos should be carefully planned to create high quality, concise videos of less than ten minutes in length, yet contain enough educational content to reduce the overall number of required videos.</p><p>3) Students appreciate the flexibility online course delivery offered in terms of scheduling and eliminating the need to come to campus to attend seminars.</p><p>4) Self-paced online courses require progress indicators to alleviate confusion.</p>

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals Evaluating Quality in Fully Online U.S. University Courses: A Comparison of University of Maryland University College and Troy University

2018 ◽  
Vol 5 ◽  
Author(s):  
Susan C. Aldridge ◽  
Mark L. Parker
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
State Universities ◽  
Online Course ◽  
University Of Maryland ◽  
Online Higher Education ◽  
University College ◽  
Periodic Evaluation ◽  
Student Discussion

A key component of quality assurance in online higher education is the periodic evaluation of fully online courses, by both internal and external reviewers, against standards developed by the offering institution. These standards can address a variety of quality areas including but not limited to: the organization and structure of the online course; the extent to which technology is used to foster learning and student engagement; and the use of available communication features to stimulate student discussion and interaction. In this paper the online evaluation processes and criteria of the two largest U.S. state universities involved in online education – University of Maryland University College and Troy University – are compared. It will be shown that the two institutions arrived independently at very similar quality standards for online courses, and that these standards are congruent with those developed and promulgated by nationwide higher education accreditation agencies in the U.S.

Assuring Quality in Online Course Delivery

2011 ◽  
Vol 2 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Julia M. Matuga ◽  
Deborah Wooldridge ◽  
Sandra Poirier
Keyword(s):  
Student Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Critical Issue ◽  
Course Evaluation ◽  
Essential Elements ◽  
Course Delivery ◽  
Online Course ◽  
Cultural Issue

This paper examines the critical issue of assuring quality online course delivery by examining four key components of online teaching and learning. The topic of course delivery is viewed as a cultural issue that permeates processes from the design of an online course to its evaluation. First, the authors examine and review key components of and tools for designing high impact online courses that support student learning. Second, in this paper, the authors provide suggestions for faculty teaching online courses to assist in creating high quality online courses that supports teaching and, consequently, facilitates opportunities for student learning. Quality online course delivery is also contingent on the support of faculty by administration. Lastly, this paper provides suggestions for conducting course evaluation and feedback loops for the continual improvement of online learning and teaching. These four components are essential elements in assuring quality online courses.

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