Instructor presence, interactive tools, student engagement, and satisfaction in online education during the COVID-19 Mexican lockdown

2021 ◽  
pp. 1-14
Author(s):  
Ramón Ventura Roque-Hernández ◽  
José Luis Díaz-Roldán ◽  
Adán López-Mendoza ◽  
Rolando Salazar-Hernández
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Interactive Tools ◽  
Instructor Presence

scholarly journals Structural Relationship of Key Factors for Student Satisfaction and Achievement in Asynchronous Online Learning

2021 ◽  
Vol 13 (12) ◽  
pp. 6734
Author(s):  
Sohee Kim ◽  
Dae-Jin Kim
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Survey Data ◽  
Structural Model ◽  
Student Interaction ◽  
Structural Relationship ◽  
Key Factors ◽  
Course Structure ◽  
Instructor Presence

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

scholarly journals Facilitation strategies for enhancing the learning and engagement of online students

2020 ◽  
Vol 17 (3) ◽  
pp. 101-118
Author(s):  
Tracey Muir ◽  
◽  
Tracy Douglas ◽  
Allison Trimble ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Community ◽  
Online Students ◽  
Tertiary Sector ◽  
Online Instructors ◽  
Active Involvement ◽  
Wide Range ◽  
Instructor Presence ◽  
The Impact

The opening up of online education in the Australian tertiary sector has made higher education accessible for a wide range of students, including those living in rural and regional areas. While student numbers continue to grow as a result of this opportunity, there are increasing concerns regarding low student retention and progression rates for online students in comparison with on-campus students. Reasons for this vary, however, online students report a sense of isolation and disconnection with their studies highlighting the need for educators to utilise effective facilitation to enhance student connections to an online community. In this paper, we investigated facilitation strategies using two case studies. This illustrated how two online instructors used design-based research to evaluate the impact of facilitation strategies on instructor presence, instructor connection, engagement and learning in maths education and human biology subjects. Findings indicate that focusing on social, managerial and technical facilitation strategies resulted in an increased instructor presence and active involvement, which in turn were influential in motivating students to engage with learning online. The findings have implications for higher education providers and instructors who are tasked with engaging online students. This identifies the importance of targeted online facilitation to enhance learner-instructor and learner-content engagement.

When do online education technologies enhance student engagement? A case of distance education at University of Nebraska at Omaha

2018 ◽  
Vol 24 (2) ◽  
pp. 255-273 ◽  
Author(s):  
Tara Kolar Bryan ◽  
Rebecca Lutte ◽  
Jooho Lee ◽  
Patrick O’Neil ◽  
Craig S. Maher ◽  
...  
Keyword(s):  
Distance Education ◽  
Student Engagement ◽  
Online Education

The Human Element MOOC

2015 ◽  
pp. 373-391 ◽  
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

The Human Element MOOC

2016 ◽  
pp. 1736-1755
Author(s):  
Whitney Kilgore ◽  
Patrick R. Lowenthal
Keyword(s):  
Online Education ◽  
Social Presence ◽  
Online Courses ◽  
Cognitive Presence ◽  
Online Course ◽  
Massive Open Online ◽  
Open Network ◽  
Massive Open Online Course ◽  
Human Element ◽  
Instructor Presence

The Human Element Massive Open Online Course (MOOC) on the Canvas open network was designed to be a connectivist experience exploring methods for the humanization of online education. This MOOC introduced and discussed methods that faculty could adopt in order to potentially increase instructor presence, social presence, and cognitive presence within their own online courses. The design of the MOOC and the learners' perceptions of social presence after taking part in this MOOC are discussed in this chapter.

scholarly journals Instructor presence in online teaching: challenges and opportunities

2021 ◽  
Vol 127 ◽  
pp. 03002
Author(s):  
Tatiana Leonidovna Kopus ◽  
Elena Sergeevna Mikhalat ◽  
Ekaterina Yurievna Belozerova ◽  
Olga Vladimirovna Meshcheryakova
Keyword(s):  
Online Education ◽  
Learning Outcomes ◽  
Social Presence ◽  
Teaching Practices ◽  
Online Teaching ◽  
Global Scale ◽  
Full Time ◽  
Engagement Strategies ◽  
Instructor Presence ◽  
Challenges And Opportunities

The coronavirus pandemic has affected higher education on a global scale. During the first days of the COVID-19 pandemic, university professors experienced deficiencies to convert their current full-time disciplines into a remote format ensuring learning outcomes. Technology-based communication, which was prevalent in online education during the COVID-19 pandemic, exacerbated the issues associated with social presence. Social presence represents a crucial component of interactions that take place between instructors and students online remotely. This study reviews the social presence, with a focus on the research regarding the online teaching practices that demonstrate their effectiveness and relevance before and during COVID-19. The article begins by exploring the concept of social presence, distinguishing its correlations and interdependencies with other related concepts (empathy, student emotional, cognitive and behavioral engagement, learning outcomes, and motivation). The article offers a review of separate findings that investigate the teaching practices ensuring instructor presence and establishing stable contacts with learners. The data analysis reveals the main features vital for feelings of social presence from the online instructor. They include connectedness as the state of having timely communication with students, instructor responsiveness as the quality of having a quick or positive reaction from the instructor, online learning techniques, ensuring community building and empathy facilitation. Finally, the paper discusses the implications of social presence and the recommendations are given through three engagement strategies: management, connectedness and choice.

Designing Online Learning Strategies through Analytics

2014 ◽  
pp. 1-15 ◽  
Author(s):  
Prerna Lal
Keyword(s):  
Student Engagement ◽  
Online Education ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Analytics ◽  
Online Data ◽  
Institutional Planning ◽  
Education Environment ◽  
Day By Day ◽  
Video Format

The online education environment is becoming complex day-by-day. Nowadays, educational institutes are offering various types of courses online to a large number of students having a diverse background, with the flexibility of time and geography. This results in creating a large repository of online data regarding courses, students and instructors. These data may be in text, audio or video format. This chapter is an attempt to understand the use of Learning Analytics that advocates for analysis of these data and to understand the learning process better in terms of student engagement, pedagogy, content and assessment. Educational institutes can utilize the intelligence revealed by learning analytics processes, and communicate them to those involved in strategic institutional planning.

Expectations, Challenges and Suggestions for Faculty Teaching Online Courses in Higher Education

2019 ◽  
Vol 9 (1) ◽  
pp. 62-77 ◽  
Author(s):  
Alec Sithole ◽  
Davison M Mupinga ◽  
Joachim S Kibirige ◽  
Fidelis Manyanga ◽  
Brian K Bucklein
Keyword(s):  
Online Education ◽  
Academic Dishonesty ◽  
Online Instruction ◽  
Online Survey ◽  
Online Courses ◽  
Online Instructors ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Instructor Presence ◽  
The Us

Research on online education has predominantly focused on issues related to student attraction, attrition, retention, and motivation, among others. Little attention has been paid to online instructors and yet, the quality of online education requires educators who understand the expectations of online instruction. Using an online survey, this study examined the expectations and challenges for online instructors and the suggestions for improving online instruction. Based on the data collected from seventeen faculty who teach online courses at four mid-western universities in the US, facilitation, instructor presence, and technical support stood out prominently among the expectations. The major challenges for online instructors were: large class sizes, academic dishonesty, lack of connection with students, too many emails, and lack of student self-discipline. The study recommends viable professional development for online instructors as a pre-requisite to teaching online courses.

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