Exploring the Strategies Needed to Successfully Migrate Ground Campus Instruction to Fully Online Higher Education Courses

2021 ◽  
pp. 530-557
Author(s):  
Dawn DiPeri ◽  
Marlena Daryousef ◽  
Darrell Norman Burrell
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Design Theory ◽  
Online Courses ◽  
Face To Face ◽  
Training Support ◽  
Extreme Stress ◽  
Institutions Of Higher Learning ◽  
Education Administrators ◽  
The Impact

The impact of COVID-19 has put immediate stress on institutions of higher learning to properly and successfully migrate their traditional face to face courses to fully online. There are several components to be considered in the rapid migration of courses online including the management and support of teaching faculty which includes instructional design and training support. Faculty are under extreme stress preparing for multiple modalities but some of the practices put into place over Spring are important as we move forward in the quest for high-quality online migration of land-based courses. This study seeks to explore strategies needed by higher education administrators to successfully migrate face to face teams to fully online ones and the components of helping to support the development of online courses from face to face in a short timeframe. The study investigates management theory, instructional design theory, and the perspectives of 12 administrators tasked with supporting the rapid migration of online instruction.

A Social Network Strategy for the Social Marketing of Online Courses and Learning Resources in Higher Education

2014 ◽  
pp. 182-222
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Social Network ◽  
Real World ◽  
Network Science ◽  
Online Courses ◽  
Marketing Strategies ◽  
Higher Learning ◽  
Institutions Of Higher Learning ◽  
The Social

In virtually all institutions of higher learning, there is the development of online courses to meet local demands foremost but also to potentially glean from an international cadre of learners. Various universities may offer curricular topics relevant to a much larger context. This chapter makes the case that network science may be applied to marketing online courses in higher education to reach target learners. This focuses on some real-world instructional design cases and the marketing strategies used. These cases are then analyzed using a social network strategy approach, which is first described here. Finally, there are ideas on how to apply a social network strategy to various online learning “products.”

The Impact of a Pandemic on Historically Black College/University Educators

2021 ◽  
pp. 1-21
Author(s):  
Kimetta R. Hairston
Keyword(s):  
Higher Education ◽  
Historically Black ◽  
Online Courses ◽  
Black College ◽  
Historically Black College ◽  
Face To Face ◽  
Black Experience ◽  
Brick And Mortar ◽  
Face To Face Instruction ◽  
The Impact

The treasure of the Black experience at a Historically Black College/University (HBCU) is that it offers personal and intimate interactions rooted in Black heritage that cannot be found at other higher education institutions. When an individual attends an HBCU, their experience becomes a part of their culture. In addition, the on-campus face-to-face instruction and activities at an HBCU focus on addressing issues that plague the Black community and are paramount for students. There are 107 HBCUs, three are permanently closed. In 2019, approximately one-third of the HBCUs offered fully online courses and programs to their students. When the pandemic shut down all brick-and-mortar higher education campuses, along with in-person learning, the remaining HBCUs went fully online in order to survive. PreK-12 school districts and everyone in America found themselves in a virtual education world. This chapter explores the impact of the pandemic on HBCU affiliates.

An Exploration of Differences Among Community of Inquiry Indicators in Low and High Disenrollment Online Courses

2011 ◽  
Vol 15 (2) ◽  
Author(s):  
Philip Ice ◽  
Angela M. Gibson ◽  
Wally Boston ◽  
Dave Becher
Keyword(s):  
Instructional Design ◽  
Student Retention ◽  
Student Satisfaction ◽  
Community Of Inquiry ◽  
Online Courses ◽  
Public University ◽  
Cognitive Presence ◽  
Cognitive Integration ◽  
Face To Face ◽  
Rapid Pace

Though online enrollments continue to accelerate at a rapid pace, there is significant concern over student retention. With drop rates significantly higher than in face-to-face classes it is imperative that online providers develop an understanding of factors that lead students to disenroll. This study examines course-level disenrollment through the lens of student satisfaction with the projection of Teaching, Social and Cognitive Presence. In comparing the highest and lowest disenrollment quartiles of all courses at American Public University the value of effective Instructional Design and Organization, and initiation of the Triggering Event phase of Cognitive Presence were found to be significant predictors of student satisfaction in the lowest disenrollment quartile. For the highest disenrollment quartile, the lack of follow-through vis-à-vis Facilitation of Discourse and Cognitive Integration were found to be negative predictors of student satisfaction.

“New Normal”: Analisis Penerimaan Menggunakan Balance Score Card

2020 ◽  
Vol 3 (2) ◽  
pp. 396-402
Author(s):  
Maria Florentina Rumba ◽  
Margaretha P.N Rozady ◽  
Theresia W. Mado
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Normal Phase ◽  
Physical Contact ◽  
New Normal ◽  
Face To Face ◽  
Balance Score Card ◽  
Score Card ◽  
Pros And Cons ◽  
The Impact

Abstrak: Kebiasaan manusia berubah karena adanya wabah COVID-19, hal ini berpengaruh ketika manusia masuk ke dalam fase new normal. New normal diartikan sebagai keadaan yang tidak biasa dilakukan sebelumnya, yang kemudian dijadikan sebagai standar atau kebiasaan baru yang mesti dilakukan manusia untuk dirinya sendiri maupun untuk bersosialisasi dengan orang lain. Kebiasaan baru ini pun menimbulkan pro dan kontra seiring dengan dampak yang timbul. Lembaga pendidikan tinggi merupakan salah satu yang merasakan dampak penerapan new normal. Perkuliahan yang selama ini dilakukan secara online/daring, akan kembali dilakukan secara luring/tatap muka, dengan tetap menerapkan protokol COVID-19 seperti mengenakan masker, menjaga jarak, mengenakan sarung tangan, serta tidak melakukan kontak fisik seperti berjabat tangan. Masalah yang muncul bukan hanya kecemasan orang tua terhadap anak – anaknya, tetapi bagaimana lembaga pendidikan tinggi mengatur segala sumber daya yang dimiliki agar memenuhi standar penerapan new normal. penelitian ini bertujuan untuk mengetahui penerimaan  terhadap kondisi normal yang baru menggunakan Perspektif balance score card. Abstract: Human habits change because of the COVID-19 outbreak, this affects when humans enter the new normal phase. New normal is defined as a condition that is not normally done before, which is then used as a standard or new habits that must be done by humans for themselves or to socialize with others. This new habit also raises the pros and cons along with the impact arising with the new normal. Higher education institutions are the ones who feel the impact of implementing new normal. Lectures that have been conducted online / online will be re-done offline / face to face, while still applying the COVID-19 protocol such as wearing a mask, keeping a distance, wearing gloves, and not making physical contact such as shaking hands. The problem that arises is not only parents' anxiety about their children, but how higher education institutions regulate all available resources to meet new normal implementation standards. This study aims to determine acceptance of new normal conditions using the balance score card Perspective.

Emergency remote education and smart working at three European higher education institutions

2022 ◽  
Vol 17 (6) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Remote Education ◽  
Face To Face ◽  
The World ◽  
Administrative Procedures ◽  
European Higher Education ◽  
Smart Working

Due to the threat posed by COVID-19, many colleges and universities around the world opted to switch to online courses and smart working to keep their students, professors, and staff safe during the pandemic emergency. Face-to-face classes, including labs and workshops, have been canceled and substituted with online activities. New administrative procedures have also been established to support the emergency remote education. This article analyzes these changes in light of the experiences of three higher education institutions in different countries, namely Latvia, Poland, and Italy. From this analysis, some aspects have emerged that have stimulated a deeper reflection on the use of digital technology in higher education. .

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

How to Design an Active E-Course?

2020 ◽  
pp. 197-224
Author(s):  
Lilia Cheniti Belcadhi ◽  
Sonia Ayachi Ghannouchi
Keyword(s):  
Instructional Design ◽  
Design Process ◽  
Student Attitudes ◽  
Online Courses ◽  
Teaching Method ◽  
Online Version ◽  
Web Based ◽  
Face To Face ◽  
Instructional Design Process

Active Learning improves student attitudes and develops thinking and writing skills. It is increasingly recommended as a teaching method to improve learning. In this paper the authors are interested in the transformation of a face-to-face active course into a web-based active course. An instructional design approach based on meta-models for transforming active-based courses into online courses is proposed. This approach provides a detailed description of meta-models and processes of instructional design for active e-courses as well as the main involved actors. In order to evaluate and validate the proposed meta-models a case study has been carried out. It concerned the transformation of an entrepreneurship active course into an online version and its deployment. The proposed instructional design process constitutes the kernel of an authoring tool for the design of an active e-course, which permits to support the instructional designer in the production of active e-courses.

Social Presence and Cultural Identity

2018 ◽  
pp. 136-162 ◽  
Author(s):  
Bethany Simunich ◽  
Amy M. Grincewicz
Keyword(s):  
Instructional Design ◽  
Cultural Identity ◽  
Social Presence ◽  
Culturally Responsive ◽  
Online Courses ◽  
Communication Styles ◽  
Design Strategies ◽  
Online Learners ◽  
Language Context ◽  
The Impact

This chapter explores the impact of cultural identity on social presence in online courses, as well as culturally-responsive instructional design frameworks that work to increase social presence and reduce distance for culturally diverse online learners. Social presence, which is a student's sense of being and belonging in a course, is naturally reduced in the online environment. Cultural differences, such as language, context, communication styles, etc., have been shown to further reduce a student's sense of belonging and increase feelings of isolation. Instructors, as course designers and facilitators, must understand the impact of culture on their students' sense of social presence, and use culturally-responsive instructional design strategies and methods to provide an inclusive, flexible, online learning environment.

Learning to Teach Online

2016 ◽  
pp. 2092-2113
Author(s):  
Christina M. Tschida ◽  
Elizabeth M. Hodge ◽  
Steven W. Schmidt
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Online Courses ◽  
Rapid Expansion ◽  
Pedagogical Issues ◽  
State University ◽  
Faculty Professional Development ◽  
Course Content ◽  
Face To Face ◽  
Institutions Of Higher Learning

The rapid expansion of distance education in higher education has left a high demand for faculty willing to design and teach online courses, often with little or no training. The path from face-to-face to online courses is not an easy one and can be filled with frustration and doubt for many faculty. Professional development often focuses on technology tools rather than pedagogical issues of online learning or course content. This chapter focuses on research that examines the experience of several faculty from the college of education at a state university in the Southeast United States, as they learned to teach online. It presents their negotiations of issues of online platform and pedagogy and their efforts to find professional development to meet their needs. The implications for institutions of higher learning are important as distance education continues to increase and more and more faculty are asked (or told) to transfer their courses online.

Instructional Design for Millennials

2016 ◽  
pp. 1980-2004
Author(s):  
William Loose ◽  
Teri Marcos
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
State Standards ◽  
Institutions Of Higher Education ◽  
Course Content ◽  
Face To Face ◽  
Changing Practice ◽  
New Knowledge ◽  
K 12 ◽  
Delivery Models

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

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