scholarly journals Best Practices for Online Teaching and Learning in Health Care Related Programs

2015 ◽  
Author(s):  
Tamara Pinchevsky-Font ◽  
Sandra Dunbar
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Best Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Best Practice ◽  
Learning Theories ◽  
Online Teaching And Learning ◽  
Health Care Educators ◽  
Teaching Learning

Online learning is a significant aspect of higher education today, with an ever increasing number of programs offering distance education. The evidence related to online teaching and learning best practice has grown significantly within the last decade. It is important for health care educators who are involved with web-based courses to be immersed in the evidence available to date, as we seek to provide sound andragogy in formulating and implementing online programs. This document will explore key evidence related to three different aspects of online teaching and learning. Application of teaching/learning theories and recommendations for best practices in this arena of higher education are essential.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

scholarly journals Online Teaching and Learning Ecology in Thai Higher Education during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Anucha Somabut ◽  
Kulthida Tuamsuk
Keyword(s):  
Higher Education ◽  
Learning Style ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Success Factors ◽  
Teaching Method ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
Technology And Learning ◽  
Learning Ecology

The chapter presents the impact of COVID-19 on Thai higher education the national, and university reactions and policies to cope with the situation. Parallel with the technology disruption, most universities have been attempting to promote online teaching due to the new learning environments and learning style of students, while faculty members are still reluctant. However, the COVID-19 has inevitably changed the ways the faculty members handle their classes. In this chapter, the findings on the components of online teaching and learning ecology (OTLE) in Thai higher education during the COVID-19 is summarized and proposed, covering the following topics: learning and teaching method, technology and learning resources, teacher roles, and student roles and responsibilities. Finally, the key success factors for the development of learning ecology at the higher education level are also covered.

scholarly journals The functionality of interactive digital platforms in online teaching and learning

2021 ◽  
Vol 70 (1) ◽  
pp. 105-125
Author(s):  
Aleksandar Novaković
Keyword(s):  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Spring Semester ◽  
Online Teaching And Learning ◽  
Digital Platforms ◽  
Online Tools ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Effective Use

This paper looks at the functionality of three interactive digital platforms for creating a virtual environment in online teaching and learning - Hangouts Meet, Zoom and Microsoft Teams. These platforms have started being widely used during the 2019-nCoV pandemic. On the basis of a review and comparison of their integrated functions and features, as well as of observations made in the course of their parallel use during the spring semester of 2019/20 at the Department of the Serbian language of the Faculty of Philosophy in Niš, the author has established that these platforms have the same general characteristics, while differences exist in the area of integrated functions that can be used by teachers and students. Taking into consideration this segment of the analysis, the author concludes that the interactive digital platforms Zoom and Microsoft Teams are better adapted to the implementation of online instruction than Google's Hangouts Meet, as they enable screen sharing and the following of textual communication, direct sharing of sound by means of a sound card, using a chosen photograph to create an appropriate learning environment, textual communication with one or more participants of the teaching/learning process, special formatting of text in messages, the exchange of teaching/learning materials in real time and for the duration of the call, conducting short surveys within the program, and the recording of each individual lesson. However, the paper also suggests ways of increasing the functionality of all analyzed platforms by using simple add-ons and online tools. By providing a detailed overview of all integrated functions, the paper discusses the methodological implications for their more effective use in online instruction.

Online Teaching as Virtual Work in the New (Political) Economy

2010 ◽  
pp. 46-67 ◽  
Author(s):  
Roy Schwartzman ◽  
David Carlone
Keyword(s):  
Higher Education ◽  
Online Instruction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virtual Work ◽  
Theory And Practice ◽  
Online Teaching And Learning ◽  
Personal Time ◽  
Academic Labor ◽  
Online Labor

Online teaching and learning has been adopted throughout higher education with minimal critical attention to the challenges it poses to traditional definitions of academic labor. This chapter explores four areas where the nature of academic labor becomes contestable through the introduction of online instruction: (1) the boundaries demarcating work from personal time; (2) the relative invisibility of online labor; (3) the documentation, recognition, and rewards attendant to online instruction; and (4) the illusory empowerment of online students as consumers. The theory and practice of what constitutes “legitimate” labor in higher education require substantial reconsideration to incorporate the online dimension.

Facilitating Civility in Distance Education

2020 ◽  
pp. 1-16
Author(s):  
Catherine F. Flynn
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Social Interaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Educational Environment ◽  
Professional Relationship ◽  
Online Teaching And Learning ◽  
Teaching And Learning Environment ◽  
History Of

Higher education has a long history of incivility, and the advent of distance learning has further exacerbated the issues. Increasing incivility in our society adds another challenging dimension to combating incivility and maintaining a supportive, educational environment. This chapter addresses the challenges of maintaining civility in the online teaching and learning environment that facilitates access 24/7. Specific issues relevant to disruptive actions in distance learning are covered, as well as strategies for preventing and reducing online incivility. Promoting a sense of connectiveness and social interaction is recommended, while also maintaining a professional relationship. Online culture is discussed as a key element in establishing an effective online environment.

scholarly journals Quarantined, Sequestered, Closed: Theorising Academic Bodies Under Covid-19 Lockdown

2020 ◽  
Vol 2 (3) ◽  
pp. 791-811
Author(s):  
Lesley Gourlay
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Education Institution ◽  
Black Death ◽  
Spatial Practices ◽  
Online Teaching And Learning ◽  
Working Practices ◽  
The University ◽  
Uk Higher Education

Abstract The term ‘quarantine’ is derived from the Italian quarantena, from quaranta, referring to the forty days of isolation traditionally imposed during the era of the Black Death in Europe. This paper examines this and related contemporary terms, in order to consider the complex and contradictory nature of enforced sites of isolation, with reference to the historical literature. The centrality of spatial practices in the current pandemic is emphasised, with a focus on the normally unobserved, micro practices of individuals under ‘lockdown’. The paper reports on an interview study conducted at a large UK Higher Education institution during the Covid-19 ‘lockdown’, and analyses the accounts of six academics, focusing particularly on their embodied and sociomaterial practices, with reference to the etymological analysis. The paper considers the extent to which their reported experiences reflect the various meanings of the term sequestrato, going on to propose that their working practices, particularly focused on screens and video calls, are characterised by a need to ‘perform the university’. I speculate on how the ontological nature of the university itself has been fundamentally altered by the closure of the campus and lockdown, proposing that the site of the university is now radically dispersed across these sequestered bodies. I conclude by calling into the question the accuracy of the term ‘online teaching and learning’, instead suggesting that in a fundamental sense, none of these practices is in fact ‘online’ or digital.

scholarly journals Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective

2020 ◽  
Vol 12 (24) ◽  
pp. 10367
Author(s):  
Claudiu Coman ◽  
Laurențiu Gabriel Țîru ◽  
Luiza Meseșan-Schmitz ◽  
Carmen Stanciu ◽  
Maria Cristina Bularca
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Survey ◽  
Teaching Style ◽  
Educational Process ◽  
Online Teaching And Learning ◽  
E Learning ◽  
Learning Platforms

The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed.

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