scholarly journals Exploring Future Teachers’ Awareness, Competence, Confidence, and Attitudes Regarding Teaching Online: Incorporating Blended/Online Experience into the Teaching and Learning in Higher Education Course for Graduate Students

2015 ◽  
Vol 45 (3) ◽  
pp. 1-14
Author(s):  
Suzanne Le-May Sheffield ◽  
Jill Marie McSweeney ◽  
Aaron Panych
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
University Teaching ◽  
Teaching Expertise ◽  
Teaching Online ◽  
Learning And Teaching ◽  
Face To Face ◽  
Online Facilitation

Dalhousie University’s Centre for Learning and Teaching offers a Certificate in University Teaching and Learning, which includes a 12-week course entitled Teaching and Learning in Higher Education. This course provides the certificate’s theory component and has evolved to reflect the changing needs of future educators. One significant change is the development of a blended course model that incorporates graded online facilitation, prompted by the recognition that teaching assistants and faculty are increasingly required to teach online or blended (i.e., combining face-to-face and online) courses. This study invited graduate students enrolled in the course to participate in pre- and post-facilitation questionnaires that assessed their awareness, competence, confidence, and attitudes towards online and blended learning. Students recognized the value of the online component for future teaching expertise and experienced increased awareness, competence, and confidence regarding teaching online. However, preference for face-to-face teaching and student learning did not change.  

scholarly journals Innovative practices in ODL — the experience of Open University Malaysia

2012 ◽  
Vol 7 (1) ◽  
pp. 79-85 ◽  
Author(s):  
Chiam Chooi Chea ◽  
Lim Tick Meng ◽  
Phang Siew Nooi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Internet Technology ◽  
Knowledge Generation ◽  
Innovative Technology ◽  
Open University ◽  
Learning And Teaching ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning

With the advancements in communications technology brought about by the advent of the Internet and World Wide Web, attention has been drawn to Open and Distance Learning (ODL) as a mode for teaching and learning. In Malaysia, the establishment of ODL universities such as Open University Malaysia (OUM) has expanded the role of ICT in learning and knowledge generation. By leveraging on Internet technology, ODL universities are able to transmit education across the country and even globally. ODL sets about making quality e-learning and e-content more accessible to both facilitators and learners. Utilising this method, new opportunities are continuously created to make higher education more accessible to those who seek to improve and upgrade themselves. This paper examines OUM's practice of using the innovative technology of online learning and teaching to make higher education easily accessible to those that seek it. With greater advancements in technology, the future of higher education may lie more with ODL than with traditional face-to-face learning.

scholarly journals Journal of University Teaching and Learning Practice Editorial 8.3

2011 ◽  
Vol 8 (3) ◽  
pp. 2-4
Author(s):  
Geraldine E. Lefoe ◽  
Keyword(s):  
Higher Education ◽  
Social Inclusion ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
University Teaching ◽  
Learning And Teaching ◽  
New Directions ◽  
The Uk ◽  
The Impact ◽  
The Way

Welcome to the third and final issue of Volume 8 of the Journal of University Teaching and Learning (JUTLP) in 2011. As the year draws to a close we are seeing some striking changes to the higher education sector internationally. In England budget cuts have seen the closure of the twenty-four Higher Education Academy subject centres at the same time as the establishment of student fees. In Australia the cap has been lifted across the board on the number of students that can be enrolled in universities with the resultant projected increased student numbers. The focus in Australia is on social inclusion yet in England the concern for the introduction of fees is just the opposite, these will be the very students who may now be excluded. The changes in both countries see new measures of accountability and more complex regulations put in place. Will this cause people to rethink the way we teach and the way students learn? For the Higher Education Academy in the UK, new directions see the hosting of a summit on learning and teaching with a focus on flexible learning, an indicator of new directions for many institutions. In Australia, we see a renewed opportunity to investigate such changes through the opening of the Office of Learning and Teaching (OLT) and its role of recognising the importance of learning and teaching through grants and awards schemes. We hope in 2012 we’ll hear more from our authors about the impact of these transformations, as well as those changes occurring in other countries around the world, on teaching practice in our universities.

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.

Distributed Learning Spaces

2012 ◽  
pp. 1-20 ◽  
Author(s):  
Mike Keppell ◽  
Matthew Riddle
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Student Experience ◽  
Distributed Learning ◽  
Teaching Experience ◽  
Learning Spaces ◽  
Diverse Range ◽  
Learning And Teaching ◽  
Personal Learning ◽  
Face To Face

This chapter examines distributed and personal learning spaces across the spectrum of physical, blended and virtual learning spaces in the higher education context. We suggest that higher education is no longer defined by tangible boundaries of a ‘physical campus’ but by the entire student experience, whether that involves negotiating the physical corridors of the campus, attending face-to-face classes, participating in fully online courses or a blend of both face-to-face and online courses. In addition the student experience may also involve connecting to virtual environments from home, a local cafe, on the train or participating in professional practice hundreds of kilometers from the physical campus. This chapter attempts to account for the diverse range of spaces that are enriching the learning and teaching experience for both academics and students and suggests the need to recognise the changing nature of learning spaces in higher education.

scholarly journals A usability evaluation of a blended MOOC environment: An experimental case study

2015 ◽  
Vol 16 (2) ◽  
Author(s):  
Ahmed Mohamed Fahmy Yousef ◽  
Mohamed Amine Chatti ◽  
Ulrik Schroeder ◽  
Marold Wosnitza
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Online Courses ◽  
Usability Evaluation ◽  
Technology Enhanced Learning ◽  
Face To Face ◽  
Stakeholder Perspectives ◽  
Evaluation Approach ◽  
Enhanced Learning

<p>In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Technology-Enhanced Learning (TEL), in higher education and beyond. Recognizing the limitations of standalone MOOCs, blended MOOCs (bMOOCs) that aim at bringing in-class (i.e. face-to-face) interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning in a higher education context. In this paper, we present the design, implementation, and evaluation details of a bMOOC course on “Teaching Methodologies” at Fayoum University, Egypt in cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the usability and effectiveness of the course, we employed an evaluation approach based on Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation, and a custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.</p>

scholarly journals Reframing theory of, and for, practice in higher education

2021 ◽  
Vol 18 (4) ◽  
pp. 2-7
Author(s):  
Alisa Percy ◽  
◽  
Nona Press ◽  
Martin B Andrew ◽  
Vikk Pollard ◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Department Of Education ◽  
University Teaching ◽  
High Quality ◽  
Learning And Teaching ◽  
Higher Education Journals ◽  
Workplace Relations ◽  
National Networks ◽  
Teaching In Higher Education

When the Journal of University Teaching and Learning Practice — JUTLP as we have come to know it — was established in 2004, it was to fill a perceived gap in publications related to teaching and learning practice in higher education, with practice being the operative word (Carter, 2004). While other higher education journals existed, they were mainly the purview of academic developers and the most prodigious of disciplinary academics researching their teaching. In contrast, JUTLP was to be built as open-access and its readership as ‘practitioners looking for good ideas based soundly on a body of accessible theory and research’ (McInnes, 2004, n.p.). JUTLP was established in the Australian context at a time when promoting excellence in teaching and learning was regarded as an important government agenda to improve the student experience, and not accidentally, coincided with the creation of the Carrick Institute for Learning and Teaching in Higher Education (later the Australian Learning and Teaching Council, and later again the Office for Learning and Teaching). The Carrick Institute supported national cross-institutional grants and fellowship schemes, and promoted national networks of educational research into practice to support the mission of the then Department of Education, Employment and Workplace Relations (DEEWR) to ensure all ‘Australian higher education institutions provide high quality teaching and learning for all students’ (Carrick, 2009). How times have changed.

Renaming University Teaching and Learning Facilities in South Africa: towards the Africanisation of Higher Education

2020 ◽  
Vol 1 (3) ◽  
pp. 130-143
Author(s):  
C. Rwodzi ◽  
◽  
K.L. Mphela ◽  
M.J. Mogoboya
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Teaching And Learning ◽  
University Teaching ◽  
University Management ◽  
African Culture ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Values And Beliefs ◽  
Higher Education Transformation

In South Africa, students and lecturers have been asking university management and government to rename teaching and learning facilities in line with the higher education transformation agenda. Strikes, demonstrations and debates regarding the decolonisation and Africanisation of higher education have been used as ways to communicate the need to fast-track the renaming process. Renaming lecture rooms, lecture theatres, laboratories, sports facilities, halls of residence, campus roads and other facilities help to embrace African culture, values and beliefs. This paper explores Africanisation by renaming of teaching and learning facilities. To understand Africanisation, a qualitative study was conducted using semi–structured interviews and observation of university facilities to understand the process of renaming. Selected naming committees, student representative members and lecturers participated by giving their views on the renaming of teaching and learning facilities. Findings from this study revealed that facilities with African names embrace African identity, ownership and brings peace and a sense of belonging to the learning and teaching environment.

scholarly journals An Explorative Study To Document Challenges Of Virtual Teaching And Learning Due To COVID 19 Among Graduate Students At The SPH, CHS, Addis Ababa University At 2020.

2020 ◽  
Author(s):  
Mikiyas Yonas ◽  
Mitike Molla
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Addis Ababa ◽  
Virtual Learning ◽  
Teacher Behavior ◽  
Learning And Teaching ◽  
Addis Ababa University ◽  
Virtual Teaching

Abstract Due to COVID 19 pandemic, school over the world has been closed. Globally 1.2 billion students are out of the classroom. Virtual learning is usually associated with online courses or online environments, but it has much broader dimensions. The objective of this study was to explore the challenges of virtual teaching and learning among graduate students at the SPH, CHS, Addis Ababa University. Methods: the phenomenological qualitative study was conducted at Addis Ababa University, on graduate students. Participant was selected by Purposive sampling and data collection was in-depth interview and analyzed by using open-code 4.03.Results In this study two participants participated: one student and one teacher. As the student explain the virtual learning and education was new mode to delivery education in Ethiopia and he told that he did not have any experience before. Despite, teacher states that he has an experience on the online learning and teaching. The participants states that virtual learning have an advantage. However, there are many challenges they list, from these: inadequate internet, costly ineffective, inflexible are the majors. Conclusion: based on the finding from the participants, student hasn’t experience of virtual learning. The factor influence to follow virtual learning is that student was beginner for online learning, and teacher was also beginner in giving virtual teaching, connection problem in our country and teacher behavior are the main problem explored by this study. Even though student and teacher feel it is difficult, they suggest the virtual learning have to be trained in Ethiopia for the future.

scholarly journals Teaching and learning during COVID 19: Perspectives of undergraduate Oral Health students.

2021 ◽  
Vol 9 (5) ◽  
Author(s):  
Manorika Ratnaweera ◽  
Rohini Khareedi
Keyword(s):  
Higher Education ◽  
Oral Health ◽  
Blended Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Teaching And Learning ◽  
Learning And Teaching ◽  
Face To Face ◽  
The World ◽  
Better Than

Introduction: COVID -19 has caused disruptions in higher education across the world. Our university adapted a blended model of learning, moving between traditional campus-based sessions and online sessions. Material and Methods: The purpose of this study was to investigate the students’ perceptions of their experience of teaching and learning during the pandemic. An anonymous electronic questionnaire-based survey was sent to students. The data was subject to analysis. Results: 67 students responded to the survey.32.8% of the participants felt face to face sessions were better than online sessions and 37.3% said that face to face and online sessions offer similar benefits. 37.3% preferred live online sessions while 46.3% preferred recorded videos. 40.3% of students reported finding transitioning into practical sessions challenging. 65.7% reported having been moderately impacted by COVID-19. Adaptation to online sessions, the level of engagement, the ability to seek clarifications, preparation for assessments and the ease of transition into practical sessions were all positively correlated to the level of impact by COVID-19 with p<0.05. Conclusion: The adaptability to and acceptability of online teaching and learning sessions has been high. A significant number of participants have reported finding the transitioning into practical sessions challenging. Keywords: COVID-19, Online learning and teaching, blended learning, higher education

scholarly journals Challenges Of Virtual Education During COVID 19 Among Graduate Students in Ethiopia

2020 ◽  
Author(s):  
Mikiyas Yonas
Keyword(s):  
Online Learning ◽  
Graduate Students ◽  
Teaching And Learning ◽  
Online Courses ◽  
Addis Ababa ◽  
Virtual Learning ◽  
Teacher Behavior ◽  
Learning And Teaching ◽  
Addis Ababa University ◽  
Virtual Teaching

Abstract Due to COVID 19 pandemic, school over the world has been closed. Globally 1.2 billion students are out of the classroom. Virtual learning is usually associated with online courses or online environments, but it has much broader dimensions. The objective of this study was to explore the challenges of virtual teaching and learning among graduate students at the SPH, CHS, Addis Ababa University. Methods: the phenomenological qualitative study was conducted at Addis Ababa University, on graduate students. Participant was selected by Purposive sampling and data collection was in-depth interview and analyzed by using open-code 4.03.Results In this study two participants participated: one student and one teacher. As the student explain the virtual learning and education was new mode to delivery education in Ethiopia and he told that he did not have any experience before. Despite, teacher states that he has an experience on the online learning and teaching. The participants states that virtual learning have an advantage. However, there are many challenges they list, from these: inadequate internet, costly ineffective, inflexible are the majors. Conclusion: based on the finding from the participants, student hasn’t experience of virtual learning. The factor influence to follow virtual learning is that student was beginner for online learning, and teacher was also beginner in giving virtual teaching, connection problem in our country and teacher behavior are the main problem explored by this study. Even though student and teacher feel it is difficult, they suggest the virtual learning have to be trained in Ethiopia for the future.

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