Understanding Persuasion Mechanisms for Effective Communication in Online Educational Environments

2022 ◽  
pp. 103-119
Author(s):  
Camelia Marinela Radulescu
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Effective Communication ◽  
Mediated Communication ◽  
Factors Affecting ◽  
Face To Face ◽  
Educational Environments ◽  
Digital Skills ◽  
Online Channel ◽  
Digital Stress

This chapter aims at explaining the mechanisms of persuasion for effective communication in online educational environments. It starts by bringing awareness on the particularities of online educational environments and the psychological prerequisites of online studying. It tackles issues of digital skills as well as emotional intelligence abilities for online teaching, specific mindset and digital readiness, result expectations and assessment. Moreover, principles of microlearning and hybrid learning are explained as major approaches in online education. It then addresses issues related to technology-mediated communication with young ages vs. adults. It makes a brief analysis of mediated communication vs. direct communication in terms of adopted strategies according to age, adaptation of message, and feedback according to the online channel of factors affecting communication in online environments vs. face-to-face communication. Particular attention will be given to digital stress.

scholarly journals Online Teaching Amid COVID-19 Pandemic: Factors Affecting Teacher Satisfaction

2021 ◽  
Author(s):  
Pham Ngoc Thach ◽  
Do Quynh Huong ◽  
Tran Minh Thanh
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Teacher Satisfaction ◽  
Factors Affecting ◽  
Teaching Online ◽  
Face To Face ◽  
Study Results ◽  
Regression Techniques ◽  
Almost All

The COVID-19 pandemic had a great impact on almost all aspects of life, especially in the field of education and training. In response to this challenge, most schools and universities worldwide made online courses available their students according to the policy ‘School is Out, but Class is On’. In this study, we used mixed methods approach, frequency analysis, correlationand multivariate regression techniques to explore the factors that affect lecturers satisfaction when teaching online during the period of COVID-19 pandamic at a big university in Vietnam. The ‘study results showed that the main factors affecting faculty satisfaction were their interaction with students, their skills to operate available applications, support from institutions and students’online behaviour. The results of qualitative data analysis (open-ended questions and interviews) reinforced the above findings and indicated the need to deploy blended-learning, which combines online and face-to-face modes to ensure quality of teaching.

scholarly journals Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

2020 ◽  
Author(s):  
Rome B. Moralista ◽  
Ryan Michael Flores Oducado
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Academic Dishonesty ◽  
Online Teaching ◽  
Online Survey ◽  
The Philippines ◽  
Academic Rank ◽  
Face To Face ◽  
State College ◽  
Research Findings

This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching with only a few having a very stable internet connection. Faculty considered that online education will result to more academic dishonesty, will be impersonal and lack feeling compared to face-to-face classes, and will be difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt into the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

scholarly journals Cultural Awareness and Distance Communication

2020 ◽  
pp. 117-128
Author(s):  
Suzana Noronha Cunha ◽  
Graça Bigotte Chorão ◽  
Manuel Moreira Silva ◽  
Sandra Ribeiro
Keyword(s):  
Virtual Teams ◽  
Cultural Awareness ◽  
Learning By Doing ◽  
Mediated Communication ◽  
Face To Face ◽  
Educational Environments ◽  
Complex Process ◽  
Technical Writers ◽  
Distance Communication ◽  
Collaborative Activities

This chapter reflects upon technology-mediated projects used to discuss and foster cultural awareness and proposes a methodology to be implemented in international, educational environments where communication could easily be hindered by cultural dissimilarities leading to conflict. More specifically, it seeks to answer two main questions, namely, whether technology is an aid or an obstacle in effective communication between students that never meet face-to-face and which obstacles, generated by technology-mediated communication in virtual teams, affect the intended outcome and how. These questions were raised during the participation of the authors of the chapter over a number of years in the Trans-Atlantic & Pacific Project, where the complex process of learning-by-doing was achieved through peer interaction and the completion of realistic collaborative activities performed by North American and Portuguese students, prospect technical writers, and translators, respectively.

Online Learning

2013 ◽  
pp. 460-474
Author(s):  
Thomas G. Reio ◽  
Cyntianna C. Ledesma Ortega
Keyword(s):  
Online Education ◽  
Personal Growth ◽  
Online Teaching ◽  
Online Course ◽  
Optimal Learning ◽  
Face To Face ◽  
Professional Needs ◽  
Course Offerings ◽  
Short And Long Term

Online education continues to grow appreciably to meet both institutional needs for short- and long-term viability and student personal and professional needs for flexible delivery of course offerings. Faculty remains decidedly ambivalent, however, about the legitimacy of online course offerings. This doubt emerges from perceptions of: increased workloads as compared to face-to-face courses, inadequate compensation, lack of a fair reward system for promotion and tenure, and online course inferiority as a means of fostering optimal learning. After being identified through a structured review of recent empirical research, demotivators (e.g., questionable learning outcomes) and motivators (e.g., opportunity for personal growth) of faculty online teaching participation are examined through the lens of self-determination theory. Recommendations such as providing increased support are put forward to increase the likelihood of faculty online teaching.

How mode of delivery affects comprehension of an operations management simulation

2017 ◽  
Vol 10 (2) ◽  
pp. 183-200 ◽  
Author(s):  
Jason M. Riley ◽  
William A. Ellegood ◽  
Stanislaus Solomon ◽  
Jerrine Baker
Keyword(s):  
Online Education ◽  
Operations Management ◽  
Online Teaching ◽  
Mode Of Delivery ◽  
Ease Of Use ◽  
Equation Modeling ◽  
Content Type ◽  
Team Interaction ◽  
Face To Face ◽  
Management Concepts

Purpose This study aims to understand how mode of delivery, online versus face-to-face, affects comprehension when teaching operations management concepts via a simulation. Conceptually, the aim is to identify factors that influence the students’ ability to learn and retain new concepts. Design/methodology/approach Leveraging Littlefield Technologies’ simulation, the study investigates how team interaction, team leadership, instructor’s guidance, simulation’s ease of use and previous software experience affects comprehension for both online and face-to-face teaching environments. Survey data were gathered from 514 undergraduate students. The data were then analyzed using structural equation modeling. Findings For the face-to-face population, this study found that team interaction, previous software experience, instructor’s guidance and simulation’s ease of use affected student comprehension. This differed from the online population who were only affected by the simulation’s ease of use and instructor’s guidance. Originality/value Understanding how the mode of delivery affects comprehension is important as educators develop new online teaching techniques and experiment with innovative technologies like simulation. As demand for online education grows, many instructors find they need to refine their methods to ensure students comprehend the concepts being taught regardless of modality.

scholarly journals Student evaluation of teachers’ pedagogical skills during the first COVID-19 period

2021 ◽  
pp. 119-125
Author(s):  
Çiler Hatipoğlu ◽  
Elżbieta Gajek ◽  
Lina Milosewska ◽  
Nihada Delibegović Džanić
Keyword(s):  
Online Education ◽  
Bosnia And Herzegovina ◽  
Computer Literacy ◽  
Online Teaching ◽  
Student Evaluation ◽  
Language Teachers ◽  
Face To Face ◽  
Student Evaluation Of Teachers ◽  
Pedagogical Skills ◽  
The Republic

With the COVID-19 outbreak at the beginning of 2020, many language teachers worldwide who were successfully implementing face-to-face teaching had to abruptly switch to online education, which was not something they were trained for or had experience with. Were they successful? The present study asked students from Turkey (TUR), Poland (POL), the Republic of North Macedonia (RNM), and Bosnia and Herzegovina (B&H) to evaluate their teachers’ professional adaptation and success during the first emergency online teaching semester. The results of the study showed that there were important similarities in the ways students in the examined four countries approached and evaluated the level of professionalism of their teachers in the first COVID-19 period regarding their teachers’ computer literacy, online teaching skills, creation of materials appropriate for online teaching.

scholarly journals COVID-19 and Rapid Course Adaptations in Saudi Arabia: An Experiential Learning and Recommendations for Online Education

2021 ◽  
Vol 12 ◽  
Author(s):  
Basim Sulaiman Alatni ◽  
Ismaila Rimi Abubakar ◽  
Saad Arslan Iqbal
Keyword(s):  
Saudi Arabia ◽  
Online Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Systems ◽  
Online Questionnaire ◽  
Face To Face ◽  
Learning Framework ◽  
Academic Activities ◽  
Sudden Transition

The COVID-19 Pandemic has severely impacted educational systems around the globe, necessitating rapid modifications to the educational milieu while safeguarding human health and wellbeing. Following the closure of universities in Saudi Arabia, the instructors of all theory courses were mandated to switch from face-to-face course delivery to remote teaching and learning. This research examines the challenges and impacts of the COVID-19 Pandemic on the mode of teaching and learning and the numerous adaptations in the pedagogical framework of the Landscape Architecture program at Imam Abdulrahman Bin Faisal University, Saudi Arabia. It also explores the opportunities the transition to online education presents to faculty and students moving forward. The data were collected using an online questionnaire survey and focus group discussions. Data analyses consisted of descriptive statistics and thematic content analysis. The research finds that the sudden transition to online teaching and learning disrupted academic activities and had negatively affected the existing teaching and learning framework. Therefore, the research recommends an adaptable and dynamic teaching framework agile enough to cope with sudden disruptions. It concludes with lessons for future teaching and learning frameworks and amendments for upcoming sessions to deal with similar situations.

scholarly journals Online Education in the Time of COVID-19 Crisis

2021 ◽  
Vol 8 (9) ◽  
pp. 70-77
Author(s):  
Keshav Dahiya ◽  
Naman Malhotra ◽  
Vaibhav Bachhwal ◽  
Neha Gupta
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Traditional Approach ◽  
World Health ◽  
Face To Face ◽  
Learning Modalities ◽  
E Learning ◽  
Health Organization ◽  
Teaching Modality

Prior to the pandemic, Indian educational institutions relied primarily on traditional means of instruction, like as face-to-face lectures in a classroom. Many academic units have already begun to mix learning throughout the pandemic, but many still maintain archaic traditions. The rapid outbreak of a lethal disease known as Covid-19 due to the SARS-CoV-2 Corona Virus startled the whole world. It was labeled a pandemic by the World Health Organization. This has challenged the worldwide education system and prompted educators to move to an online teaching modality overnight. Many schools, which were previously reluctant to adapt their traditional approach to pedagogy, were unable to move totally to online instruction. The paper discusses the importance of online learning and of e-learning modalities analysis in times of crisis, including strengths, weaknesses, opportunities and challenges (SWOC). This article also highlights the emergence of EdTech startups during pandemics and provides ideas for academic institutions to tackle online learning issues.

scholarly journals PSII-B-20 Benefits of a lecture teaching assistant in hiflex courses

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 502-503
Author(s):  
Taylor Barnes ◽  
Jessica L Leatherwood ◽  
Kathrin Dunlap
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
Teaching Experience ◽  
Teaching Assistant ◽  
Graduate Teaching Assistant ◽  
Online Student ◽  
Face To Face ◽  
Science Courses ◽  
Future Success

Abstract The Covid-19 pandemic has required implantation of online education strategies, even for animal science courses, that are traditionally delivered face-to-face (F2F). As universities reopened many students were given the option of attending classes either F2F or remotely via live stream. This scenario, where some students are present in-person while others are present online simultaneously, is referred to as hiflex teaching. Face-to-face and online teaching strategies are established and literature contains pedagogical information, however hiflex teaching presents previously unencountered challenges. It can be difficult for instructors to maintain engagement with, essentially, two separative audiences of students. The objective was to address this issue by providing a graduate teaching assistant (TA) to large lecture courses, where traditionally TA positions were reserved only for lab courses. The hypothesis was that this would enable both audiences to receive appropriate focus. In this study, a TA attended the F2F lecture for an introductory equine science course (total students: n = 75; remote students: n= ~55), with the role of monitoring the simultaneous Zoom session with remote students. We found that questions from remote students increased when they had the ability to post them in real-time using the Zoom chat feature, as opposed waiting for a break in instruction in F2F situations. Having the TA present in the classroom enabled them to answer basic questions via Zoom, and to interact with the instructor should a question arise online that would benefit all students in the course. This allowed the instructor to effectively teach without taking up valuable class time alternating between programs on the computer and risking missing an online student question. This approach received positive feedback from the instructor and students alike. Additionally, it provided a novel teaching experience for a graduate TA. Similar strategies may be used to help to facilitate future success in hiflex courses.

scholarly journals REMOTE PRACTICAL ANATOMY CLASSES: NEW CHALLENGES AND DIRECTIONS FOR TUTORS

2021 ◽  
Vol 1 ◽  
pp. 247-258
Author(s):  
Dzintra Kažoka ◽  
Māra Pilmane
Keyword(s):  
Online Education ◽  
Online Teaching ◽  
New Technologies ◽  
Human Anatomy ◽  
Face To Face ◽  
Online Lectures ◽  
Training Courses ◽  
New Challenges ◽  
Study Process

Human Anatomy tutors had to adapt to Covid-19 reality by restructuring their methods by teaching in spring – autumn in 2020 at the Department of Morphology. The aims of this study were to identify and understand the variety of solutions being utilized by tutors and to clarify new challenges and directions. The open-ended interviews were used to collect data from 15 Anatomy tutors. Thematic analysis, used to analyze the qualitative data, emphasized the tutors’ perceptions of remote practical anatomy classes’ efficiency. Tutors developed their action plans for online teaching and highlighted the preparation of new materials, adoption of new technologies and skills. Based on the results of the transition from face-to-face to online anatomy teaching, there were detected five thematic items that were related to tutors’ challenges. It was concluded that challenges that need to become a priority for tutors in online education concern mainly the special training courses, design of new models, video and/or online lectures, demonstration labs, practical classes, collegial contacts, technicians, IT-staff and colleagues support, consultation hours and communication. Future directions for tutors must be effective not only for increasing the quality of the Human Anatomy study process but also for the evolution of anatomy education.

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