Lessons From the Other Side of the Computer

2020 ◽  
pp. 72-92
Author(s):  
Robert John Ceglie ◽  
Ginger C. Black
Keyword(s):  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Delivery ◽  
Teaching Online ◽  
Face To Face ◽  
Hybrid Classes ◽  
Learner Perceptions ◽  
Face To Face Instruction

Online teaching and learning have quickly become the next hot trend in education, as colleges and universities look to utilize the convenience and applicability of utilizing online platforms as a complement and supplement to traditional face-to-face instruction. Research is beginning to examine the effectiveness of online delivery, both from pedagogical and assessment perspectives. Work has supported some of the best practices which serve as a critical guide to those designing and teaching online or hybrid classes. What has been under-researched is the user side: primarily the student perceptions of what makes online instruction effective for their own learning. This chapter explores the current research and combines student vignettes to explore the learner perceptions of the qualities and effectiveness of online instruction.

scholarly journals BLENDED LEARNING: STUDENT PERCEPTION OF FACE-TO-FACE AND ONLINE EFL LESSONS

2017 ◽  
Vol 7 (1) ◽  
pp. 64 ◽  
Author(s):  
Brenda M. Wright
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Student Perceptions ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Student Perception ◽  
Classroom Interaction ◽  
Face To Face ◽  
Face To Face Instruction

With the ever-increasing development of technology, online teaching is more readily accepted as a viable component in teaching and learning, and blended learning, the combining of online and face-to-face learning, is becoming commonplace in many higher education institutions. Blended learning is, particularly in developing countries, in its early stages and not without its challenges. Asynchronous online lessons are currently still more prevalent in many areas of South-East Asia, perhaps due to potential difficulty in obtaining strong Internet connections, which may deter educators from synchronous options. Technological media have the potential to broaden the scope of resources available in teaching and to enhance the language learning experience. Although research to date shows some focus on blended learning, literature on distance online teaching seems more prevalent. This study exposed 112 Malaysian undergraduate EFL students' responses to an online lesson as part of an English grammar course, and investigates common student perceptions of the online lesson as compared with face-to-face lessons. Questionnaires using qualitative (Likert scale questions) and quantitative (open-ended questions) approaches provided data for content analysis to determine common student perceptions, with particular reference to motivation and interest. In general, more students associated in-class lessons with higher motivation and more interest, due to better understanding, valued classroom interaction with the lecturer and peers, and input from the lecturer. Students preferring the online lesson cited speed and convenience of study and flexibility of time and place of study as reasons for their choice. Skilful implementation of online lessons can enhance a language course but should not undermine the value of face-to-face instruction with EFL teachers.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

scholarly journals Student Perspectives of Online Teaching and Learning During the COVID-19 Pandemic

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Burhan Ozfidan ◽  
Hala Ismail ◽  
Orchida Fayez
Keyword(s):  
Student Satisfaction ◽  
Student Perceptions ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Learning Experience ◽  
Online Teaching And Learning ◽  
Course Structure ◽  
Wide Range

This exploratory study explores an array of student perceptions regarding their online learning experience. In the present circumstances where the COVID-19 pandemic has affected all fields of life, most educational institutions have resorted to online instruction and virtual meetings. The present study explored the variables contributing to student satisfaction with online teaching and learning effectiveness. Data were collected through an online survey. Python with Scikit-Learn was used for data analysis to implement regression functions and classify the data. The results of the study defined effective online teaching during the COVID-19 pandemic. In combination, eight criteria contributed to the definition: motivating students to accomplish, communicating effectively, meeting students' needs, providing access to a wide range of content, providing a well-organized course structure, providing numerous sources, providing explanatory feedback, and facilitating meaningful discussions. The results of the study are beneficial to understand what kind of factors contribute to student satisfaction concerning online transition during the COVID-19 pandemic. They will also help them develop a future support plan to help youth cope with virtual classes and online instruction.

scholarly journals Lecturers’ Attitudes towards Online Teaching in the Learning Process

2020 ◽  
Vol 13 (1) ◽  
pp. 77-98
Author(s):  
Harisa Mardiana
Keyword(s):  
Learning Process ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
City Area ◽  
E Learning ◽  
Face To Face Learning

The author's interest is to investigate the lecturers' attitudes towards online teaching in the learning process which is the teaching for the 21st-century learning process and to seek the relationship among lecturers’ attitudes, online teaching and learning process. The problem is many lecturers in Tangerang City area are afraid of using technology and some of them are stuttered and technology illiterate. The lecturers still prefer face to face learning in the class more campuses have provided Moodle as a platform of learning. With the circumstances of Coronavirus, the learning has moved to e-learning. In this research, the author used a mixed-method and the number of respondents was 104, data collection was obtained from questionnaires sent via Google Form and distributed through WhatsApp to the lecturers in Tangerang City area. Data is translated into frequency and regression linear. The result showed that 73 lecturers change them toward e-learning and remain 27 lectures had difficulty in teaching online and preferred traditional learning. Keywords: Lecturers' attitudes, online teaching, and learning process

scholarly journals Online University Teaching at the time of COVID-19 (2020): An Australian Perspective

2021 ◽  
Vol 9 (2) ◽  
pp. 183-200
Author(s):  
Erika K. Smith ◽  
Ece Kaya
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Education Sector ◽  
University Teaching ◽  
Learning Space ◽  
Online Teaching And Learning ◽  
Teaching Online ◽  
Face To Face ◽  
Online Mode ◽  
Near Future

The impacts of COVID-19 have been widespread, and the education sector has not been immune to its effects. In March 2020 Australian universities were forced into a shutdown, which prompted an unanticipated, sudden shift in education, from on-campus and face-to-face to an off-campus and online mode of teaching and learning. This paper describes the experiences of two Sydney-based university unit coordinators, from two different institutions, who rapidly shifted their units online as a result of COVID-19. In particular, it applies reflection as a research method, to share what the authors’ encountered as successful, and what was challenging about teaching online. Motivating and retaining students was a key challenge identified by the authors. Therefore, the paper discusses the authors’ application of various digital programs and tools in their response to this challenge of motivation and engagement. It is hoped that our experiences might benefit those looking to integrate programs and tools in the online teaching and learning space. Although Australia is currently one of the most successful countries in their handling of COVID-19, there is still great uncertainty about the future. Globally the pandemic shows no signs of abating, as many countries struggle to manage high levels of transmission and infection rates, which in turn have an impact on the education sector more broadly. Consequently, online learning may be the ‘new normal’ for many institutions in the near future. Therefore, it is important for educators to share their online teaching experiences that can contribute to greater understandings of this space.

scholarly journals Comparing Student Assessments and Perceptions of Online and Face-to-Face Versions of an Introductory Linguistics Course

2014 ◽  
Vol 19 (2) ◽  
Author(s):  
David Johnson ◽  
Chris C Palmer
Keyword(s):  
Student Perceptions ◽  
Online Teaching ◽  
State University ◽  
Course Enrollment ◽  
Online Delivery ◽  
Face To Face ◽  
Assessment Scores ◽  
Course Grades ◽  
Enrollment Patterns ◽  
Student Assessments

This article examines the issue of whether linguistics is better suited for a face-to-face (F2F) environment than an online teaching environment. Specifically, it examines assessment scores and student perceptions of the effectiveness of an introductory linguistics course at an undergraduate state university that has been taught multiple times in both online and F2F modes. To study this issue data was collected about the types of students enrolled in either version of the course, including their GPAs and course grades. A survey with both closed- and open-ended questions was also used to ask students about their experiences and perceptions of the two environments. Students responded to questions on factors such as procrastination, engagement with socially sensitive discussion topics, preferences for discussion modality, and motivations for course enrollment. Results of the data problematize the notion that linguistics (and perhaps other disciplines) is equally suited for an online and F2F environment since students fare better academically and engage more with the F2F linguistics course. Results also show that students with higher GPAs gravitate toward F2F classes. Regarding the course itself, convenience is the primary category that students consistently noted as a reason for selecting the online linguistics course versus its F2F counterpart. Even so, results do show some effectiveness in treating linguistic content online. Suggestions and strategies are offered to further strengthen online delivery of linguistic material to overcome some of the structural hurdles presented by student enrollment patterns and (dis)engagement.

E-Tutors’ Pedagogical Practices in a Selected Open and Distance Learning University in South Africa

2018 ◽  
Vol 40 (1 & 2) ◽  
Author(s):  
Poomoney Govender
Keyword(s):  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Research Approach ◽  
Educational Innovations ◽  
Pedagogical Strategies ◽  
Face To Face ◽  
Education Data ◽  
Face To Face Instruction

With the rapid growth of technology and educational innovations, e-tutoring is gaining widespread recognition among researchers and educators in an open distance learning (ODL) environment. Given the expanding interest and demand for e-tutoring, coupled with the growing concern that there are no significant differences in learning outcomes between face-to-face instruction and online teaching, it has become imperative to investigate the pedagogical practices of e-tutors. It is against this background that the study was conducted to investigate e-tutors’ practices in the facilitation of learning in an ODL environment. This study followed a qualitative research approach using a case-study design, which included six e-tutors from a selected module in an undergraduate programme in the Department of Early Childhood Education. Data was collected through open-ended questionnaires and document analysis of discussion forum postings from the e-tutor sites. The study showed that the pedagogical strategies used by e-tutors are not fully aligned to the principles of ODL instruction and this compromised the quality of teaching and learning. Based on these findings, recommendations are made for the professional development of both academics and e-tutors. 

scholarly journals Teaching Medicine Online During the COVID-19 Pandemic: A Malaysian Perspective

2020 ◽  
Author(s):  
Aneesa Abdul Rashid ◽  
Mohd Radzniwan A Rashid ◽  
Mohamad Nurman Yaman ◽  
Irfan Mohamad
Keyword(s):  
Effective Teaching ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Medical Science ◽  
Higher Learning ◽  
Learning Activities ◽  
Medical Teaching ◽  
Teaching Online ◽  
Face To Face

The COVID-19 pandemic affected institution of higher learning as some teaching and learning activities had to halt due to safety of the students and staff. Face to face teaching was stopped, and lecturers had to find other methods of teaching. Online teaching was the only allowed method. The methods were synchronous and asynchronous. Lecturers have had to find innovative ways to practice effective teaching methods. Assessments had to also be done online taking important factors into consideration, following steps given by authorities. This article discusses issues around medical teaching during the COVID-19 pandemic Bangladesh Journal of Medical Science Vol.19(0) 2020 p. S 77-S 81

Engaging Young Learners through Online Teaching

eLearn ◽  
2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Felicia Saffold
Keyword(s):  
Head Start ◽  
Online Teaching ◽  
Community Building ◽  
Online Program ◽  
Teaching Online ◽  
Face To Face ◽  
Young Learners ◽  
Face To Face Instruction ◽  
Early Childhood Center

This article explored the transformation of an early childhood center from face-to-face instruction to online learning and examined how principles of effective online instruction design were related to community building, interactivity, and online presence. The case study is from an early head start institution in Milwaukee, Wisconsin. After creating an online program over the summer of 2020, teachers share their perspectives of teaching online with young learners. Results suggest benefits of technology integration in early learning classrooms.

scholarly journals The Online Pandemic in Design Courses: Design Higher Education in Digital Isolation

2020 ◽  
pp. 1-16
Author(s):  
Katja Fleischmann
Keyword(s):  
Design Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Research Question ◽  
Central Research ◽  
Web Based ◽  
Online Delivery ◽  
Face To Face ◽  
Global Movement ◽  
Isolation Requirements

esign education is at the crossroads of re-defining itself in the midst of the COVID pandemic. Design educators are now part of a global movement to work in isolation through web-based communication and collaboration tools, which are also at the heart of a decentralised workforce encountered in the design profession. With its social isolation requirements, many universities have closed down their physical classes and lecture halls and have required educators to abruptly transition their courses to an online delivery. Although this transition is not universally endorsed, it has forced the hand of design educators who have been reluctant to jump into the online world with both feet. As the literature reveals, many blended learning solutions have been trialled but few design educators have made online teaching and learning an ongoing building block of their design courses. This chapter examines the outcomes of this foundational shift from face-to-face design studio teaching to online by surveying design students and educators at an Australian university. The results are surprisingly optimistic but there are challenges that need to be addressed by institutions to make this transition work in the post-pandemic world. The central research question is: Will design educators who are now working in an online environment go back to the physical classroom and lecture halls once the pandemic restrictions ease? Or is online design education now a central part of the design curriculum?

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