scholarly journals Transformation of Higher Education into New Normal

2021 ◽  
Vol 11 (3) ◽  
pp. 125
Author(s):  
Osman Ferda Beytekin
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Teaching Style ◽  
Faculty Members ◽  
Experience Teaching ◽  
The Future ◽  
University Support ◽  
First Time

The purpose of this qualitative study was to get a better understanding of faculty members' views on the future of higher education by their first-time online teaching experiences during the Fall 2021 academic semester, which was impacted by the COVID-19 pandemic. Due to the outbreak's rapid and widespread dissemination, it created a unique phenomenon that had a significant impact on faculty members who had no prior experience teaching courses entirely online. In order to conduct this qualitative research, purposive sampling was used to choose ten faculty members from a variety of disciplines who had at least ten years of experience teaching in a traditional classroom setting at a public university in Izmir, Turkey. Faculty members were asked about the future of higher education in the aftermath of the COVID-19 pandemic. Apart from that, each faculty member was asked to discuss how the mandatory shift to online education altered their teaching style and how institutional help impacted their experiences throughout the pandemic. As a consequence of their observations and statements of their perspectives on events they witnessed and personally experienced, the key issue of "transformation of higher education with hybrid perspective" developed as a central theme. The data analysis revealed the following subthemes: "educators on the internet," "sustain and evolve," and "university support". These findings may be applied in a variety of contexts, including educational leadership and the design of hybrid and online courses, among other applications in higher education.

scholarly journals Major barriers for participating in online teaching in developing countries from Iranian faculty members' perspectives

2016 ◽  
Author(s):  
Bibi Eshrat Zamani ◽  
Azam Esfijani ◽  
Sayed Majid Abdellahi Damaneh
Keyword(s):  
Developing Countries ◽  
Online Education ◽  
Online Teaching ◽  
Online Courses ◽  
Influential Factors ◽  
Faculty Members ◽  
Cultural Barriers ◽  
Education Systems ◽  
Body Of Knowledge ◽  
Research Findings

Although higher education systems in developing countries such as Iran have embraced the online education approach, they are confronted with significant challenges in this transition, one of which is lack of instructors' participation in online teaching. Therefore, this research is aimed at exploring barriers and influential factors for this lack of participation. The researchers developed their theoretical framework based on a thorough review of the existing body of knowledge while considering the cultural features of Iran as a developing country. A tailored questionnaire asking about the existence of three groups of barriers, namely personal, attitudinal and contextual inhibitors, was distributed among all faculty members who were candidates for delivering online courses in one of the top universities in the country. Data was analysed using the descriptive and inferential tests of Friedman, <em>t</em>-Test and ANOVA. The results were in line with research findings in other developing countries in which the contextual barriers had the most inhibition effect against faculty members’ participation in online teaching. Certain cultural barriers also are highlighted by participants, pertaining to the context of Iranian online education systems.

scholarly journals Navigating Distance and Traditional Higher Education: Online faculty experiences

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Alice G. Yick ◽  
Pam Patrick ◽  
Amanda Costin
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
Online Teaching ◽  
Academic Culture ◽  
Policy Decision ◽  
Discussion Board ◽  
Faculty Members ◽  
Online Faculty ◽  
Faculty Experiences

<P>The academic culture of higher educational institutions is characterized by specific pedagogical philosophies, assumptions about rewards and incentives, and values about how teaching is delivered. In many academic settings, however, the field of distance education has been viewed as holding marginal status. Consequently, the goal of this qualitative study was to explore faculty members&rsquo; experiences in a distance education, online university while simultaneously navigating within a traditional environment of higher education. A total of 28 faculty members participated in a threaded, asynchronous discussion board that resembled a focus group. Participants discussed perceptions about online teaching, working in an institution without a traditional tenure system, and the role of research in distance education. Findings indicated that online teaching is still regarded as less credible; however, participants also noted how this perception is gradually changing. Several benchmarks of legitimacy were identified for online universities to adopt in order to be viewed as credible. The issue of tenure still remains highly debated, although some faculty felt that tenure will be less crucial in the future. Finally, recommendations regarding attitudinal shifts within academic circles are described with particular attention to professional practice, program development, and policy decision-making in academia.</P> <P><B>Key words:</B> distance education, online education, online faculty experiences, academia, tenure</P>

scholarly journals Reflecting on Best Practices for Online Learning in a Post-COVID-19 World

2021 ◽  
Vol 25 (4) ◽  
Author(s):  
Nathan Schrenk ◽  
Kelly Alves ◽  
Brianne Schrenk ◽  
Drew Van Dam
Keyword(s):  
Best Practices ◽  
Online Teaching ◽  
Online Courses ◽  
Faculty Members ◽  
The Novel ◽  
Teaching Online ◽  
Experience Teaching ◽  
Novel Coronavirus ◽  
Training And Support ◽  
To Receive

When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.

Helping Faculty Design Online Courses in Higher Education

2010 ◽  
pp. 779-794
Author(s):  
Victor M. Hernández-Gantes
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Faculty Development ◽  
Adult Development ◽  
Online Teaching ◽  
Online Courses ◽  
Use Of Technology ◽  
Emerging Trends ◽  
Technology And Assessment ◽  
Faculty Transition

The steady growth of online education has created increasing demands for faculty to design and teach online courses. At issue is the limited pedagogical preparation of higher education faculty hindering motivation to participate or the quality of their online teaching experiences. To address this issue faculty development supports are needed to help faculty transition into online teaching. This article provides an overview of related issues and a sample of emerging faculty development models followed with a description of a promising model integrating design, pedagogical, use of technology, and assessment considerations and adult development, learning, and planning principles. Emerging trends stemming from the review of related issues are also highlighted.

scholarly journals The Lived Experience of Online Educators: Insights from Construction Management

2015 ◽  
Vol 15 (2) ◽  
pp. 49-62
Author(s):  
Willy Sher ◽  
Anthony Williams ◽  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Online Education ◽  
Lived Experience ◽  
Construction Management ◽  
Online Teaching ◽  
Course Design ◽  
Online Courses ◽  
Research Approach ◽  
Conflicting Demands

Academics in higher education institutions often experience the conflicting demands of teaching, research and administration. With the growth of online education these staff are frequently required to design, develop, teach, facilitate and, in some cases, administer online courses. Cumulatively these additional tasks challenge academics, not only in terms of the personal professional development but also in accommodating the range of tasks expected of them. This paper reports the findings of a study which investigated the lived experience of construction management academics teaching at universities in Australia. The study adopted a lived experience research approach that enabled the lives of construction management academics to be investigated through the collection of a mixture of qualitative and quantitative data. The study provides empirical evidence of a range of challenges facing those delivering online courses. Recommendations for online teachers and online course designers emerged from this study with application to both faculty-based and institution-wide practices. The findings are relevant to those in the higher education sector who are involved in online teaching, course design for online delivery and professional development related to online initiatives.

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 Evaluation Instruments and Good Practices in Online Education

2017 ◽  
Vol 21 (2) ◽  
Author(s):  
Sally Baldwin ◽  
Jesus H. Trespalacios
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Education ◽  
Undergraduate Education ◽  
Online Courses ◽  
Good Practice ◽  
Seven Principles ◽  
Evaluation Instruments ◽  
Type Of Institution ◽  
Principles Of Good Practice

Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education offers extensively researched and validated tenets for best practices in higher education. After a review of the literature, twenty-eight evaluation instruments currently used to design and review online courses in higher education institutions were collected and divided into categories, based on geographical reach and the type of institution for which they were developed. This study investigates how evaluation instruments used in higher education assess the Seven Principles for Good Practice in Undergraduate Education, and what other items are addressed in the evaluation of courses. Findings show that national and statewide evaluation instruments were less institute specific and more closely aligned to the principles of good practice, and that evaluation instruments often measure extraneous items (e.g., student services, navigation, resources, or institutional support). Additional findings and conclusions based on the analysis of the instruments are discussed.

scholarly journals Online teaching in radiology as a pilot model for modernizing medical education: results of an international study in cooperation with the ESR

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Fabian Stoehr ◽  
Lukas Müller ◽  
Adrian P. Brady ◽  
Carlo Catalano ◽  
Peter Mildenberger ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Online Courses ◽  
International Study ◽  
Survey Study ◽  
Cross Sectional ◽  
Online Curriculum ◽  
Transmission Of Knowledge ◽  
Pilot Model ◽  
The Future

Abstract Background Due to the outbreak of the coronavirus disease 2019 (COVID-19), it proved necessary to rapidly change medical education from on-site to online teaching. Thus, medical educators were forced to rethink the purpose of teaching and the best form of transmission of knowledge. In cooperation with the European Society of Radiology (ESR), we investigated the attitudes of radiologists in Europe and North America toward innovative online teaching concepts. Methods In total, 224 radiologists from 31 different countries participated in our cross-sectional, web-based survey study. On a 7-point Likert scale, participants had to answer 27 questions about the online teaching situation before/during the pandemic, technical and social aspects of online teaching and the future role of online teaching in radiology. Results An overwhelming majority stated that radiology is particularly well-suited for online teaching (91%), that online teaching should play a more prominent role after the pandemic (73%) and that lecturers should be familiar with online teaching techniques (89%). Difficulties include a higher workload in preparing online courses (59%), issues with motivating students to follow online courses (56%) and the risk of social isolation (71%). Before the pandemic, only 12% of teaching was provided online; for the future, our participants deemed a proportion of approximately 50% online teaching appropriate. Conclusion Our participants are open-minded about online teaching in radiology. As the best way of transferring knowledge in medical education is still unclear, online teaching offers potential for innovation in radiology education. To support online teaching development, a structured, framework-based “online curriculum” should be established.

MOOCs Business Models

2020 ◽  
pp. 1189-1214
Author(s):  
Amir Manzoor
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Rapid Growth ◽  
Return On Investment ◽  
Business Models ◽  
Focal Point ◽  
Faculty Members ◽  
Viral Nature

MOOCs have grabbed the headlines and rightfully become the focal point of the disruption under way in higher education. The environment in which MOOCs and other forms of online education operate is changing virtually every day. The viral nature of MOOCs has been apparent through the rapid growth of providers, participating (significant) institutions, faculty members involved in providing courses, students enrolled, and other measures. And MOOCs are starting to exhibit the second trend desired by their startup investors: MOOCs don't seem to be going away. More courses are being added, more faculty members and students are becoming involved. While MOOCs have captured the interest of many, the business models and return on investment are still evolving. The aim of this chapter is to present an analysis of various business models being used by various MOOCs providers along with some future monetization strategies for MOOC providers.

Taking a Hard Look at the Soft Skills of Online Course Design and Online Teaching in Higher Education

2017 ◽  
pp. 158-181
Author(s):  
Kevin P. Gosselin ◽  
Maria Northcote ◽  
Kristi D. Wuensche ◽  
Trudy Stoddard
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Teaching ◽  
Course Design ◽  
Soft Skills ◽  
Online Course ◽  
Online Course Design ◽  
Post Secondary ◽  
Online Educators

Over the past few decades, substantial growth has occurred in online education in general, and this has been particularly true of the higher education sector. Most universities and post-secondary institutions now offer students the opportunity to enroll in online pre-tertiary, vocational, undergraduate and/or postgraduate courses. While some of these courses are successful for the learners who enroll in them, others have been found somewhat deficient, often criticized for their lack of humanization, interaction, communication and online presence. This chapter examines the role of the so-called soft skills of online course design and online teaching that are seen as vital for online educators who are responsible for the facilitation of high quality online learning. Along with a review of relevant literature about the soft skills of online teaching, the chapter presents three institutional case studies from which a set of practically-focused recommendations for promoting the design of humanized online learning environments has been developed.

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