Training Prospective Online Instructors

2011 ◽  
pp. 151-165
Author(s):  
MarySue Cicciarelli
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Empirical Research ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Training Topic ◽  
Effective Training ◽  
Design Theories ◽  
Online Instructor

Research shows that training prospective online instructors in an online learning environment is advantageous. One effective training topic is on use of theory when designing curriculum. Information in this study reports what empirical research shows about online instructor use of different design theories. It identifies design theories that have not been researched in regard to online instructor utilization of theory, and it illustrates how frequently online instructors use nine of the design theories.

Constructivist Online Learning Environment Survey

2007 ◽  
pp. 299-301 ◽  
Author(s):  
J. Baker
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Learning Environment ◽  
Classroom Environment ◽  
Self Report ◽  
Online Learning Environment ◽  
Online Instructors ◽  
Face To Face ◽  
On Line ◽  
On Line Learning

Understanding the psychosocial classroom environment has been important in both traditional face-to-face courses and online education. Trickett and Moos (1974) pioneered the use of post-course self-report instruments to measure the classroom environment through the Classroom Environment Scale. More recently, Taylor and Maor (2000) developed the Constructivist On-Line Learning Environment Survey (COLLES) to examine the students’ perceptions of online learning environment in light of social constructivist pedagogical principles. The 24-item, Likert-type COLLES instrument is a popular measure for examining online learning environments for a least two reasons. First, it measures the online learning environment along constructivist categories, which makes it in line with the dominant pedagogical philosophy for online instruction. Second, the COLLES instrument is freely included in the Survey Module of Moodle, the most popular open source course management system available. This makes it particularly convenient for online instructors to use COLLES in their teaching and research.

The Demographic Variables as the Predictors of the Teaching Competencies of Online Instructors in the Universities of Pakistan

2021 ◽  
Vol 7 (1) ◽  
pp. 5-9
Author(s):  
Maria Bibi ◽  
Farhana Khurshid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Teaching ◽  
Professional Training ◽  
Teaching Experience ◽  
Demographic Variables ◽  
Online Learning Environment ◽  
Years Of Experience ◽  
Teaching Competencies ◽  
Online Instructors

Instructors’ demographic variables plays an important role in their teaching competencies for quality instruction (Aramide, Ladipo, & Adebayo, 2015). The demographic variables includes instructors’ qualification, age, years of teaching experience, and the number of professional training attended.   The main aim of this research was to identify the influence of demographic variables on the teaching competencies of the instructors, teaching in online learning environment. The ‘online teaching competencies (OTCs) matrix was utilized as theoretical framework for current research. This study was conducted in the three universities of Pakistan those who are offering online programs and courses to their students. The sample of the study consisted of 250 instructors, teaching in online learning environment. Data was collected through a Five-point Likert scale questionnaire developed by Bigatel, Ragan, Kennan, May, & Redmond (2012). Multiple regression analysis was applied to analyze the data.   Finding shows that the demographic variables ‘years of experience’ and ‘qualification’ influenced teaching competencies of instructor, as compared to their age and ‘number of professional trainings attended. Findings showed that ‘years of experience’, ‘number of professional training attended’ and ‘qualification’ are the predictor of instructors’ teaching competencies.

The Vital Importance of Faculty Presence in an Online Learning Environment

2019 ◽  
pp. 531-543
Author(s):  
Ni Chang
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Learning ◽  
Online Courses ◽  
Solid Content ◽  
Virtual Learning Environment ◽  
Online Learning Environment ◽  
High Quality ◽  
Online Instructors ◽  
Faculty Presence

One of the instructional methods, which is favored by students and which could arguably provide high quality educational opportunities, is faculty presence, as it makes possible the interaction between instructor and students and between students and students in a virtual learning environment. Online instructors and academic administrators in higher education cannot simply hold an assumption that quality online courses or student learning could largely depend upon good internet connectivity, high quality equipment, solid content knowledge of instructors, and beautifully designed online courses. The presence of an online instructor cannot ever be neglected or marginalized in online students' learning success. Therefore, it is highly significant to address the roles that instructors play in an online learning environment in order to underscore the crucial importance of faculty presence in the success of student learning.

Engaging instructional design and instructor role in online learning environment

2018 ◽  
Vol 42 (7/8) ◽  
pp. 366-380 ◽  
Author(s):  
Vishal Arghode ◽  
Earl Brieger ◽  
Jia Wang
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Learning Environment ◽  
Online Instruction ◽  
Online Learning Environment ◽  
Learner Engagement ◽  
Online Instructors ◽  
Content Type ◽  
Online Instructional Design ◽  
Narrative Literature Review

Purpose This paper aims to review the literature to discuss engaging online instructional design and instructors’ role in enhancing learner engagement in educational and corporate settings. Design/methodology/approach This paper carries out a narrative literature review. Findings Instructor presence in online learner engagement is a multidimensional effort, and learner engagement can be established in online instruction through communication, consistent feedback on learner performance and critical discourse. Building connection with the learners is essential in an online learning environment. Engaging online instructors challenge and encourage learners to spare more academic effort, use techniques to improve engagement and involve and care about learners. Research limitations/implications Instructors’ roles in shaping online learning and instruction deserve more attention. More research is needed to understand which technologies work best for specific academic areas or learner demographics and why online learners find it difficult to learn with peers unless supplemented with appropriate online instruction. Practical implications This review offers strategies for improved online instructional design to achieve learning engagement. Originality/value This review highlights an underexplored concept of instructors’ role in creating engaging online instructional design by understanding learner needs and receptiveness.

Improving the Asynchronous Online Learning Environment Using Discussion Boards

2015 ◽  
Vol 12 (1) ◽  
pp. 15-27 ◽  
Author(s):  
Ilene Ringler ◽  
◽  
Carol Schubert ◽  
Jack Deem ◽  
Jimmie Flores ◽  
...  
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Online Learning Environment ◽  
Discussion Boards ◽  
Asynchronous Online Learning

scholarly journals Effectiveness of Gamification in Flipped Learning

SAGE Open ◽  
2020 ◽  
Vol 10 (4) ◽  
pp. 215824402097983
Author(s):  
Abdullah Yasin Gündüz ◽  
Buket Akkoyunlu
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Qualitative Data ◽  
Control Group ◽  
Online Learning Environment ◽  
Learning Approach ◽  
Interaction Data ◽  
Flipped Learning ◽  
Online Environment ◽  
Experimental Group

The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.

Sign in / Sign up

Export Citation Format

Share Document