scholarly journals Supporting Postsecondary Faculty Transition to Rapid Online Teaching & Learning

2021 ◽  
Vol 6 (2) ◽  
pp. 43-47
Author(s):  
Michelle E. Bartlett ◽  
Carrol L. Warren ◽  
Diane D. Chapman
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Time Frame ◽  
Lessons Learned ◽  
Faculty Members ◽  
Face To Face ◽  
Postsecondary Faculty ◽  
Teaching Learning ◽  
Faculty Transition

North Carolina postsecondary faculty, similar to faculty around the world, who prepared their spring 2020 semester courses for face-to-face delivery, were required to quickly transition to Rapid Online Teaching and Learning (ROTL). This transition was expected within a short time frame, often one to two weeks, and for many faculty members, both time and resources to incorporate design practices found in high-quality online courses were limited. Faculty members demonstrated great determination and grit as they shifted to remote teaching and learning with a focus on the student success, even while feeling overwhelmed and disrupted themselves. Researchers examined two faculty-support programs designed to assist with the shift to online teaching during the COVID-19 crisis: one at a research-intensive, land-grant university and another for faculty at 58 community colleges, some of whom are enrolled in a CPED Ed.D. program. Lessons learned and thoughts on planning for future semesters are examined

scholarly journals Students’ Perceptions of Online Teaching and Learning

2021 ◽  
Vol 9 (3) ◽  
pp. 1-12
Author(s):  
Tami SEIFERT
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Teaching Experience ◽  
Online Course ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Blended Courses ◽  
Research Findings ◽  
Teaching Learning

The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.

scholarly journals Going virtual, staying face-to-face: trajectory of ELT classes during the pandemic

2021 ◽  
pp. 49-61
Author(s):  
Daniel A. Nkemleke
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Virtual Classrooms ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Hard Time ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The University

COVID-19 caught everyone by surprise, and even the most advanced higher education institutions around the world probably had challenges moving from Face-to-Face (F2F) to online teaching and learning. For Cameroon, where internet connectivity is still very low, both teachers and students have had a hard time switching to virtual classrooms. This chapter discusses the challenges they have faced in navigating this trajectory in the department of English at the Ecole Normale Supérieure (ENS) of the University of Yaoundé 1 (UYI) during the period of lockdown. Based on the experience of 14 teachers who grappled with 14 online courses and F2F mode, the study concludes that due to students’ inability to access the internet with ease, any online teaching/learning at ENS has to be largely complemented with F2F activities.

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.

Facilitation of Online Teaching and Learning

2010 ◽  
pp. 626-642 ◽  
Author(s):  
Geraint Lang
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Full Time ◽  
Student Body ◽  
Online Teaching And Learning ◽  
High Expectations ◽  
Face To Face ◽  
Course Work ◽  
Full Time Employment

Twenty First Century Education is undergoing change not only to keep in step with the emerging technological innovations, but also to address the needs and meet the high expectations of a technically sophisticated student body. Physical manifestations of these changes may be seen in new institutional building work. Technologically, the Facebook Generation of students in our universities expect online access across the campus, not only to all manner of information and social networks, but to their course work. A growing body of the student population now remain in full time employment, enrolled via online courses. Their virtual access to teaching and learning requires a different form of tuition to that generally experienced in face to face lectures. Online teaching and learning is a facilitated process, which this chapter seeks to explain. The role of the facilitator is explained, along with the process of online learning, with reference to an established online degree course, Ultraversity.

scholarly journals FACULTY SELF-STUDY RESEARCH PROJECT: EXAMINING THE ONLINE WORKLOAD

2019 ◽  
Vol 8 (3) ◽  
Author(s):  
Melody M. Thompson
Keyword(s):  
Online Teaching ◽  
Online Courses ◽  
Faculty Members ◽  
Time On Task ◽  
Online Environment ◽  
Faculty Workload ◽  
Face To Face ◽  
Self Study ◽  
Penn State ◽  
Productive Time

Concerns about faculty workload in the online environment are a reported deterrent to participation in online teaching. To date, such concerns have been based primarily on anecdotal evidence rather than empirical research. This paper describes a project in which six faculty members teaching courses through the Penn State World Campus conducted studies of the comparative workload in the online environment. Results of the studies indicated that faculty workload for teaching these online courses, as measured by time on task, was comparable to or somewhat less than that for face-to-face courses. However, a differential “chunking” of productive time contributed in some cases to a perception of increased workload. The success of the project suggests it is a replicable model for investigating various elements of the faculty experience in the online environment.

scholarly journals EVALUATION OF EDUCATION SYSTEM DURING COVID-19 TOWARD STUDENTS’ PSYCHOLOGY

2022 ◽  
Vol 2 (1) ◽  
pp. 29-34
Author(s):  
Afriana Afriana
Keyword(s):  
Education System ◽  
Time Management ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Virus Disease ◽  
Learning Activities ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Comprehensive Picture ◽  
Teaching Learning

The Covid-19 virus disease affects the entire world, including the education system and its impact on students' psychology. The goal of this study is to learn how the education system transitioned from offline or face-to-face teaching learning to online teaching-learning mode at Putera Batam University for the teaching-learning process and semester exams via online during COVID-19. In this study, the descriptive qualitative approach was used to discover students' psychology in online learning. In order to overcome these issues, the purpose of this study is to provide a comprehensive picture of online teaching and learning activities taking place during the lockdown period, including the link between the change management process and online teaching and learning processes in the education system in the midst of the COVID-19 outbreak. Ongoing disruption and resumption of educational activities and discourse as normal procedures in the education system. The data were analyzed using Wile (Syahputri et al., 2020) and Miles Huberman and Saldana (2014). They were 110 students as respondents (B.Miles et al., 2014).  The result found that students fatigued 100%, they felt headache, tired, shoulder sore 85%, demotivation 21%, withdrawal, and procrastination 70%, bad time management about 76%, and Feeling Isolated 85% and Uncertainty to what the lecturer/friends explain during the class 75%.

scholarly journals Emergency Teaching–Learning Methods (ETLM) during COVID-19: Lessons Learned from Sri Lanka

2021 ◽  
Vol 11 (10) ◽  
pp. 579
Author(s):  
Ruchira Gangahagedara ◽  
Muditha Karunarathna ◽  
Wasantha Athukorala ◽  
Shyamantha Subasinghe ◽  
Prabath Ekanayake
Keyword(s):  
Sri Lanka ◽  
Teaching Methods ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Traditional Teaching ◽  
Distant Learning ◽  
Traditional Teaching Methods ◽  
Peripheral Areas ◽  
Teaching Learning

Sri Lanka’s education system was suddenly shifted from classroom-based free education to online-based distance learning as an emergency teaching and learning method (ETLM) in response to the COVID-19 pandemic lockdown. This study examines how various stakeholders used online-based distant learning as an ETLM, and highlights the lessons learned from such a transition in Sri Lanka through a case study of the Kandy education zone (KEZ), in response to the country’s COVID-19 pandemic lockdown. We obtained the data through a questionnaire survey from 19 schools in KEZ, selecting the teachers, students, and parents as a survey sample. The findings revealed that nearly 64.7% of teachers used social media for the teaching–learning process (TLP), 27.9% used standard online teaching platforms, and only 7.4% used traditional teaching methods during the pandemic lockdown. Additionally, 36.5% of teachers and 41.2% of students favored the WhatsApp mobile application for the TLP, while others preferred other applications. However, during the COVID-19 lockdown, most of the less privileged schools in the peripheral areas of the KEZ adopted traditional teaching methods (TTM). The extent of the gap in ETLM adaptation and the driving factors that led to observable discrepancies between privileged and non-privileged schools, even in the urban settings of the KEZ, are also discussed in this study. These findings are significant in terms of educational policy making and management. Overall, this research contributes to understanding the ETLM adaptation of the KEZ by proposing policy directions that policymakers and other higher education authorities in the country should consider in an emergency.

scholarly journals A comparison of student engagement in the online vs. face-to-face environment

2016 ◽  
Vol 8 ◽  
Author(s):  
Jennifer Brielmaier ◽  
Ying-Ying Kuo
Keyword(s):  
Student Engagement ◽  
Student Satisfaction ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Course Design ◽  
Online Courses ◽  
Complete Analysis ◽  
Face To Face ◽  
Significant Difference ◽  
The Face

Enhancing student engagement has been a goal of increasing importance in higher education.  This may be especially valuable in online courses, where face-to-face interactions and synchronous activities are often minimal or nonexistent. Students are thought to be engaged when they view course activities as meaningful, persist in the face of difficulties or obstacles, and wish to learn to achieve mastery of the material (Bomia et al., 1997; Schlecty, 1994). Given the importance of student engagement for effective teaching, it is important for instructors and course designers to understand the factors that foster engagement within the learning environment.The present study sought to measure and compare student satisfaction and engagement in online vs. face-to-face sections of Physiological Psychology taught in Spring and Fall 2015. An end of semester survey, adapted from the literature (Dixson, 2010; Ouimet & Smallwood, 2005), included 18 questions relevant to learner satisfaction, motivation and engagement.  The preliminary data analysis was based on Spring 2015 data collected from 56 students total (22 online, 34 face-to-face).  The findings indicated that there was no statistically significant difference between the online and face-to-face sections for student learning satisfaction and overall engagement levels. Results suggest that online teaching and learning can be comparable to the face-to-face environment on these parameters. More complete analysis of the data from the Spring, Summer, and Fall 2015 semesters, as well as a discussion of implications for course design, will be presented.  Faculty and course designers will learn about strategies for measuring and promoting student engagement within their own courses.

New Wine or New Bottles

2011 ◽  
pp. 253-273 ◽  
Author(s):  
Michael Forret ◽  
Elaine Khoo ◽  
Bronwen Cowie
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Design And Development ◽  
Online Teaching And Learning ◽  
Face To Face ◽  
Changing Environments ◽  
Learning Contexts ◽  
Key Characteristics ◽  
Research Findings

This chapter presents findings from research into the nature of successful, onlinetertiary teaching and learning. The project is part of a larger study aimed at estab-lishing guidelines for the ongoing design and development of online courses withinthe authors’institution. The research findings, from interviews with tertiary onlineteachers, identify key characteristics of successful online teaching and learning thatare consistent with a sociocultural view of learning. The authors recognize thatonline teaching and learning contexts present challenges for both teachers andlearners but argue that quality pedagogy is founded on a well-considered view oflearning and that the guiding pedagogical principles provided by such a viewapply equally well in online and face-to-face contexts. Thus, they caution againstconfusing the need to respond flexibly to changing environments with the need fora new philosophy of learning.

scholarly journals Teaching During Covid-19

Esculapio ◽  
2021 ◽  
Vol 16 (4 (oct 2020 - dec 2020)) ◽  
Author(s):  
Abdul Majeed Chaudhary
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Synchronous Communication ◽  
Educational Systems ◽  
Discussion Boards ◽  
Face To Face ◽  
Live Chat ◽  
Education Commission ◽  
Partial Opening ◽  
Teaching Learning

The recent outbreak of COVID-19 has enor- mously affected every aspect of global arrange- ments with its fast and lethal reach. Originating from Wuhan, a Chinese city, this highly infectious virus has forced to impose nationwide closures in many countries impacting onsite educational systems to shut down. Considering the safety of students and following the steps taken by many infected countries, the Pakistan government initially closed all the edu- cational institutions and later allowed partial opening of schools where 30-50 % of students were allowed to attend classes in a cyclic manner. The direct and most immediate impact of this decision was an untimely break and loss of learning opportunities for all students. In order to continue with teaching and learning, Higher education commission, developed online tea- ching guidelines with the instructions to resume tea- ching, by following these guidelines. The guidelines included development and implementation of both online and hybrid curricula. Online teaching-learning is based on application of information technology tools to ensure access to learning resources for all students in the absence of face to face classes. It is conducted in the form of asynchronous or synchronous communication where-in asynchronous system tools like e-mail, discussion boards, learning newsgroups are used. For synchronous system webcasting, live chat and audio/video technologies are used for realtime class. Hybrid learning can be defined as a learning approach that combines both remote learning and inperson learning to improve student experience and ensure learning continuity.

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