scholarly journals The Impact of Faculty Experience with Emergency Remote Teaching: An Interpretive Phenomenological Study

2021 ◽  
Vol 9 (2) ◽  
pp. 7-23
Author(s):  
Maha Al-Freih
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Blended Learning ◽  
Teaching Practices ◽  
Online Teaching ◽  
Phenomenological Study ◽  
Learning Experience ◽  
Structured Interviews ◽  
The Impact

The aim of this phenomenological study is to provide a deeper understanding of the impact of remote teaching on instructors’ perceptions of online learning and future teaching practices amid the COVID-19 pandemic. Interpretative phenomenological analysis was used to analyze open-ended semi-structured interviews conducted with five higher education faculty in Saudi Arabia. Three major themes were identified: enhancing student engagement; increased awareness of technology affordances and constraints; and moving from emergency remote teaching to technology-enhanced and blended learning. Participants of this study were mainly concerned about finding ways to support active student engagement in this new learning environment, which in turn increased their awareness of the educational affordances and constraints of online learning and technologies. Participants’ deeper understanding of the potential of online technologies in supporting student learning, as well as their own and students’ increased familiarity and comfort with online learning and technologies, served as the main drivers for potential future implementation of blended learning and technology-enhanced teaching practices. With that said, participants were still apprehensive about engaging in fully online teaching, arguing that blended strategies and enhanced-technology integration are more likely to overcome some of the limitations of face-to-face teaching and improve the overall learning experience for their students. Discussion of these findings in relation to the extant literature and their implications for higher education institutions moving forward are provided.

scholarly journals Emerging Evidence Regarding the Roles of Emotional, Behavioural, and Cognitive Aspects of Student Engagement in the Online Classroom

2017 ◽  
Vol 20 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Alexandra Pentaraki ◽  
Gary J. Burkholder
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Learning Experience ◽  
Self Regulation ◽  
Value Theory ◽  
Emotional Reactions ◽  
Online Classroom ◽  
Control Value ◽  
The Impact

AbstractThere is emerging evidence that suggests emotions as a discrete factor in academic online contexts that significantly contribute to student engagement and higher order learning (Cleveland-Innes & Campbell, 2012; You, 2012, You & Kang, 2014; Zembylas, 2008; Liaw, 2008). Pekrun (2000) and Pekrun, Goetz, Frenzel, Barchfeld, and Perry (2011) developed the control-value theory of achievement emotion that not only showed that emotions represent a discrete category in student engagement, but that there are certain factors such as perceived academic control and self-regulation that function as antecedents of students’ emotional reactions that affect online learning. The aim of the present paper is to review the emerging research evidence of the impact of emotions on students’ engagement in order to understand the distinct role that emotions may play in online learning. The review also proposes strategies and activities that teachers can use in order to enhance students’ positive engagement in online learning. The findings suggest that emotions are significant factors in students’ engagement in online learning while cognitive and behavioural factors function as antecedents of emotions in online contexts. The inclusion of emotional, cognitive and behavioural strategies in online teaching can enhance students’ engagement and learning experience in the online classroom.

scholarly journals Increasing Access to Higher Education: A study of the diffusion of online teaching among 913 college faculty

2005 ◽  
Vol 6 (2) ◽  
Author(s):  
Peter Shea ◽  
Alexandra Pickett ◽  
Chun Sau Li
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Faculty Development ◽  
Diffusion Of Innovation ◽  
Online Teaching ◽  
Learning Experience ◽  
Faculty Satisfaction ◽  
Access To Higher Education ◽  
Innovation Research ◽  
Discipline Area

<p>Online learning environments provide an unprecedented opportunity to increase student access to higher education. Accomplishing this much needed goal requires the active participation and cooperation of university faculty from a broad spectrum of institutional settings. Although online learning has seen rapid growth in recent years, it remains a relatively small percentage of the entire curriculum of higher education today. As a relatively recent development, online teaching can be viewed through the lens of diffusion of innovation research. This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. It is concluded through factor and regression analysis that four variables are significantly associated with faculty satisfaction and their likelihood, therefore, to adopt or continue online teaching – these include levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included. </p> <p><b>Keywords: </b>online teaching, faculty satisfaction, faculty development, diffusion of innovation, access, higher education, study </p>

Co creating by degrees – exploring experiences of co design

2017 ◽  
Vol 3 (2) ◽  
Author(s):  
Sue Becker ◽  
Daniel Hopps ◽  
Gill Owens ◽  
Jana Runze ◽  
Sarah Morris ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Teaching Practices ◽  
Learning Experience ◽  
Learning And Teaching

This is a video article. To play the video, please click on the link at the bottom of this page.Co-creation of learning and student engagement in shaping their curricula are becoming more widespread as pedagogic practice in Higher Education. The literature surrounding co-creating the learning experience has focussed primarily on the benefits for staff and students involved in terms of increased student engagement (Cook-Slather et al, 2014). The barriers to co-creation, which include perceived threats to ‘academic as expert’ and role-blurring, in part derive from a lack of transparency about the strategies for embedding co-creation of learning in established learning and teaching practices (Allin, 2014).  The procedure and mechanics of co-creating curricula appear obfuscated by theoretical and academic discussions about the intersection of partnership, co-creation and student engagement. The current project seeks to throw light on and explore two different approaches to co-creating the curricula on level 6 option modules run by Psychology and Business programmes.

Educational Online Technologies in Blended Tertiary Environments

2017 ◽  
Vol 13 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Blended Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Online Technologies ◽  
Key Characteristics ◽  
Effective Use

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by developing their understandings of EOT applications. This paper aimed to identify, and describe the application of a range of EOTs popularly used in blended tertiary environments (BTEs). Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analyses of data, it verified the use of 35 different EOTs in BTEs, including Adobe Connect, Blackboard, Facebook, Instagram, and YouTube. Their key characteristics were summarised using a multi-dimensional taxonomy, called the Pentexonomy, which synergised a range of perspectives into a robust, contextualised, and multi-dimensional framework for categorising EOTs. An outline of recommendations for the effective use of some of these EOTs was also provided. As EOTs advance and usage accelerates, the outcomes of this research will assist TEIs in their efforts to keep abreast of EOT developments, make informed choices about EOT use, and contribute to the delivery of relevant, meaningful EOT support.

scholarly journals Online Education in the Post COVID-19 Era: Students’ Perception and Learning Experience

2021 ◽  
Vol 11 (10) ◽  
pp. 633
Author(s):  
Nastaran Peimani ◽  
Hesam Kamalipour
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Urban Design ◽  
Digital Technology ◽  
Design Education ◽  
Online Teaching ◽  
Online Survey ◽  
Learning Experience ◽  
Blended Online Learning ◽  
The Impact

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

scholarly journals Using learning analytics to engage students: Improving teaching practices through informed interactions

2020 ◽  
Vol 9 (2) ◽  
pp. 231
Author(s):  
Justina Naujokaitienė ◽  
Giedrė Tamoliūnė ◽  
Airina Volungevičienė ◽  
Josep M. Duart
Keyword(s):  
Online Learning ◽  
Learning Analytics ◽  
Teaching Practices ◽  
Online Teaching ◽  
Teaching And Learning ◽  
New Technology ◽  
Research Problem ◽  
Qualitative Inquiry ◽  
Structured Interviews ◽  
Learner Engagement

Student engagement is one of the most relevant topics within the academic and research community nowadays. Higher education curriculum, teaching and learning integrate new technology- supported learning solutions. New methods and tools enhance teacher and learner interactions and influence learner engagement positively. This research addresses the need to explore new ways of improving teaching practices to better engage students with the help of learning analytics. The paper investigates how university teachers use the data from learning analytics to observe learners and to engage them in online learning. Qualitative inquiry was chosen to approach the research problem, and semi-structured interviews with the teachers using (blended) online learning were conveyed to explore teacher practices in students’ behaviour and engagement observations online, disclosing teachers’ abilities to understand the challenging learner engagement process based on the data from learning analytics. The new evidence provided by this research highlights the successful practices in the use of learning analytics data to observe students’ behaviour and engagement and to inform teachers on the presence needed in order to develop learner–centred activities and to make curriculum changes. The limitation of this study lies in the fact that the different online teaching experiences that research participants had might have restricted their understanding of the use of LA data for curriculum development and learners’ engagement.

scholarly journals Reassessing Disparities in Online Learner Student Engagement in Higher Education

2020 ◽  
Vol 49 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Justin Paulsen ◽  
Alexander C. McCormick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Student Engagement ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Large Population ◽  
Public And Private ◽  
Face To Face ◽  
For Profit ◽  
The Impact

Online learning is the fastest growing segment in U.S. higher education and is increasingly adopted in public and private not-for-profit institutions. While the impact of online learning on educational outcomes is becoming more clear, the literature on its connection with student engagement is sparse. Student engagement measures identify key aspects of the learning process that can improve learning and outcomes like retention and achievement. The few studies investigating the link between online learning and student engagement found positive benefits for online learners compared to face-to-face learners in terms of perceived academic challenge, learning gains, satisfaction, and better study habits. On the other hand, face-to-face learners reported higher levels of environment support, collaborative learning, and faculty interaction. However, these studies did not effectively account for the differences in background characteristics like age, time spent working or caring for dependents, and enrollment status. Further, they did not consider the increasingly large population of students who enroll in both online and face-to-face courses. In our study, we used propensity score matching on the 2015 National Survey of Student Engagement data to account for the disparities in these groups’ demographics variables. After matching, we found that some of the previous literature’s differences diminish or disappear entirely. This suggests differences in supportive environments and learning strategies have more to do with online student characteristics than learning mode. However, online learning still falls well below other modes in terms of collaborative learning and interaction with faculty.

STUDENT ENGAGEMENT IN VIRTUAL CLASS ROOMS

2021 ◽  
pp. 1-2
Author(s):  
Sana Hassan
Keyword(s):  
Online Learning ◽  
Student Engagement ◽  
Online Teaching ◽  
Task Assignment ◽  
Virtual Classroom ◽  
Early Years ◽  
Education Sector ◽  
Success Rates ◽  
Cognitive Aptitude ◽  
The Impact

The impact of COVID-19 pandemic on the education sector throughout the globe resulted in closure of schools, colleges and universities. Consequently, there was a radical shift to e-learning and digital classrooms. Even long before COVID-19, there was already exponential growth and incorporation of technology in the education sector. It may be language apps, virtual tutoring, video conferencing tools, or online learning softwares, a momentous spurt has been noticed in usage of information technology since COVID-19. It is alarming that challenges associated with the transition to online learning would have the greatest impact on students learning capabilities in the midst of this chaos, as the strategies followed by teachers in a conventional classroom differs from those adopted in a virtual classroom. students engagement strategies in a traditional class at the campus differs from a virtual classroom. Basically, student engagement is a measure of how often a student attends to a task, assignment or activity during a class session. Studies clearly indicates positive relationships between student engagement and academic achievement. Engaged learners have demonstrated stronger satisfaction with learning experiences, stronger achievement in courses and increased graduation rates. When it comes to learning, commitment shown by students is affected by the level of motivation, concentration and cognitive aptitude of a learner, as well as the nature of online courses and the decisions of an instructor about his specific facilitation style. Efficient virtual coursework needs much more than "giving a Zoom account to any professor and letting the instructor take his course." Online teachingrequires a deliberate, careful approach to instructional design; particularly at a time when students are transiting at an astounding level following the COVID-19 outbreak. The concept of online learning is absolutely new for many students. Mostly students promoted to colleges from secondary schools are inexperienced and have inculcated habit of being spoon fed during early years. For such students anapproach of online teaching is highly unacceptable. Teachers need to be transparent about the aspirations of students and proactively train students, how to participate in this new landscape of learning. An increasing body of evidence indicates that the biggest obstacle to achieve comparable online learning success rates has been addressing the challenge of fostering the kind of collaboration students interaction and discussion, that are often the trademark for creating excellent teaching and learning environments. While it can be difficult to anticipate any struggle that a student may be e x p e r i e n c i n g w i t h o n l i n e l e a r n i n g , c l e a r communication is the key.

scholarly journals Students’ Engagement for Better Learning at a Lebanese Francophone University: A Case Study

2021 ◽  
Vol 2 (1) ◽  
pp. 99-118
Author(s):  
Lina Kadi ◽  
Dalal Moukarzel ◽  
Salim Daccache
Keyword(s):  
Student Engagement ◽  
Undergraduate Students ◽  
Personal Development ◽  
Teaching Practices ◽  
Learning Experience ◽  
Rank Correlation ◽  
Learning Gains ◽  
Structured Interviews ◽  
Faculty Interaction ◽  
Supportive Environment

Purpose: The purpose of this study was to investigate the influence of student-faculty interaction, supportive environment, and effective teaching practices on students’ perceived learning gains at the Faculty of Science in a francophone university in Lebanon. Approach/Methodology/Design: This study used a mixed research method design, including semi-structured interviews with five administrators, and a student engagement survey based on the National Survey of Student Engagement (NSSE). The sample consisted of one Dean, four Chairpersons, and two-hundred eighty-six undergraduate students. We conducted thematic analysis for the qualitative data obtained from interviews, and Spearman’s rank correlation analysis on the quantitative data obtained from the survey. Findings: The interview results with the dean and chairpersons revealed that having clear communication with students about their learning outcomes, offering a supportive environment and a structured advisory system were important elements to engage them in their learning experience. Findings from the students’ survey showed that clearly explaining course objectives and giving feedback on tests or homework are essential teaching practices that enhance students’ learning gains. Responses also showed the significant influence of a supportive environment measures on students’ academic and personal development, in particular, encouraging social interaction and helping students handle their non-academic responsibilities. Practical Implications: This study can be a reference for other Francophone universities that are not acquainted with the NSSE survey, widely used in Anglophone universities to promote student learning. It could contribute in reviewing the effectiveness of teaching practices, student-faculty interaction, or other academic and social support services. Originality/Value: This research paves the way for further research that could include other disciplines in the selected university or include other Francophone universities in Lebanon with emphasis on interactive teaching practices that effectively engage students in the University’s life.

scholarly journals Blended learning in higher education: Three different design approaches

2014 ◽  
Vol 30 (4) ◽  
Author(s):  
Ali Alammary ◽  
Judy Sheard ◽  
Angela Carbone
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Online Teaching ◽  
Learning Experience ◽  
Teaching Resources ◽  
Face To Face ◽  
Blended Courses ◽  
Diverse Student ◽  
Definition Of ◽  
Diverse Student Population

<p class="Abstracttext">Blended learning has been growing in popularity as it has proved to be an effective approach for accommodating an increasingly diverse student population whilst adding value to the learning environment through incorporation of online teaching resources. Despite this growing interest, there is ongoing debate about the definition of the concept of blended learning. As a result, teachers in higher education have developed different understandings of the term and different design approaches have evolved. Selecting the most appropriate design approach for a blended course is a major challenge for many teachers in higher education institutions who are new to the idea of blended learning. This paper aims to provide guidance to help teachers of traditional face-to-face courses in selecting the most appropriate approach to use when designing their blended courses. Firstly, it discusses the different definitions of the term blended learning and how they have resulted in a number of design approaches. It then classifies these approaches into: low-impact, medium-impact and high-impact blends according to the potential changes to the existing teaching program and student learning experience. Finally, it describes the benefits and the challenges of applying each approach and provides recommendations about when and how each approach should be used.</p><p class="Abstracttext"> </p>

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