scholarly journals Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Pilar Gómez-Rey ◽  
Elena Barbera ◽  
Francisco Fernández-Navarro
Keyword(s):  
Social Life ◽  
Life Skills ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Student Perspective ◽  
Asynchronous Learning ◽  
Extensive Literature ◽  
Bottom Up ◽  
Online Instructors ◽  
Asynchronous Learning Environments

The topic of online instructors’ roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors’ roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students’ scores were projected over those factors to obtain the instructors’ performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.

scholarly journals Development and Validation of the Purdue Global Online Teaching Effectiveness Scale

2020 ◽  
Vol 24 (2) ◽  
Author(s):  
Elizabeth Reyes-Fournier ◽  
Edward J. Cumella ◽  
Michelle March ◽  
Jennifer Pedersen ◽  
Gabrielle Blackman
Keyword(s):  
Factor Analysis ◽  
Online Teaching ◽  
Teaching Effectiveness ◽  
Asynchronous Learning ◽  
Future Research ◽  
Good Test ◽  
Online Instructors ◽  
Good Internal Consistency ◽  
Instructor Effectiveness ◽  
Test Retest Reliability

The currently available measures of online teaching effectiveness (OTE) have several flaws, including a lack of psychometric rigor, high costs, and reliance on the construct of traditional on-the-ground teaching effectiveness as opposed to the unique features of OTE (Blackman, Pedersen, March, Reyes-Fournier, & Cumella, 2019). Therefore, the present research sought to establish a psychometrically sound framework for OTE and develop and validate a measure based on this clearly-defined construct. The authors developed pilot questions for the new measure based on a comprehensive review of the OTE literature and their many years of experience as online instructors. Students enrolled in exclusively online coursework and programs at Purdue University Global, N = 213, completed the survey, rating the effectiveness of their instructors. Exploratory Factor Analysis produced four clear OTE factors: Presence, Expertise, Engagement, and Facilitation. The resulting measure demonstrated good internal consistency and high correlations with an established OTE measure; good test-retest reliability; and predictive validity in relation to student achievement. Confirmatory Factor Analysis revealed a good fit of the data and yielded a final 12-item OTE measure. Further refinement and validation of the measure are recommended, particularly with students in other universities, and future research options are discussed.Keywords: online teaching effectiveness, instructor effectiveness, distance learning, student evaluations, asynchronous learning.

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2017 ◽  
pp. 151-177
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

Toward Knowledge Technology Synchronicity Framework for Asynchronous Environment

2017 ◽  
Vol 8 (4) ◽  
pp. 23-33 ◽  
Author(s):  
Simon Cleveland ◽  
Gregory Block
Keyword(s):  
Exchange Process ◽  
Knowledge Exchange ◽  
Real Life ◽  
Building Blocks ◽  
Asynchronous Learning ◽  
Online Instructors ◽  
Knowledge Domains ◽  
Asynchronous Learning Environments ◽  
Seeking Behavior ◽  
Knowledge Seeking

While distance learning education continues to grow, online instructors face certain asynchronous uncertainties when it comes to knowledge exchange with students. To counteract such uncertainties and minimize teaching deficiencies expected to occur in asynchronous learning environments, this study examines a set of knowledge building blocks that play a role in the online knowledge exchange process. Knowledge technology synchronicity framework for asynchronous environment is proposed that integrates knowledge seeking behavior, knowledge properties, knowledge domains, knowledge types, knowledge tools, and technology synchronicity. A real-life case is provided to integrate the framework in practice.

scholarly journals Student Voices on the Roles of Instructors in Asynchronous Learning Environments in the 21st Century

2017 ◽  
Vol 18 (2) ◽  
Author(s):  
Pilar Gómez-Rey ◽  
Elena Barbera ◽  
Francisco Fernández-Navarro
Keyword(s):  
Learning Environments ◽  
Research Work ◽  
Asynchronous Learning ◽  
Quantitative Methodology ◽  
Student Voices ◽  
Online Program ◽  
Online Instructors ◽  
Asynchronous Learning Environments ◽  
Instructional Roles ◽  
Depth Interviews

<p class="3">This paper determines which instructional roles and outputs are important in the 21<sup>st</sup> century from the perspective of students in asynchronous learning environments. This research work uses a literature review, in-depth interviews with experts, and a pilot study with students to define the instructors’ outputs. Following this, roles are determined by using a quantitative methodology (in a sample of 925 students). To our knowledge, the remaining research works on this topic identify the online instructors' roles by a qualitative analysis. The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward.</p>

scholarly journals Developing Teaching Presence in Online Learning Through Shared Stakeholder Responsibility

2021 ◽  
pp. 298-324
Author(s):  
Carol Johnson ◽  
Noha Altowairiki
Keyword(s):  
Online Learning ◽  
Literature Review ◽  
Conceptual Framework ◽  
Online Teaching ◽  
Community Of Inquiry ◽  
Teaching Presence ◽  
Extensive Literature ◽  
Online Instructors ◽  
Face To Face ◽  
Community Of Inquiry Framework

Transitioning from a face-to-face teaching environment to online teaching requires a shift in paradigm by stakeholders involved (i.e., instructors and students). This chapter provides an extensive literature review to help novice online instructors understand the nature of online teaching presence to help position their students towards more active participation. Premised on the Community of Inquiry framework (Garrison, Anderson & Archer, 2000) and constructivism, we highlight a conceptual framework of four iterative processes for developing online teaching presence: preparations for facilitation, designing the facilitation, implementing the facilitation, and assessing the facilitation. Based on this framework, strategies are articulated for overcoming the challenges of online learning through shared stakeholder responsibility.

scholarly journals Distance English as a Second Language Teaching in Synchronous-Asynchronous Learning Environment

2020 ◽  
pp. 7-12
Author(s):  
Zoriana Dziubata
Keyword(s):  
Second Language ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching Style ◽  
Effective Interaction ◽  
Educational Process ◽  
Educational Institutions ◽  
Asynchronous Learning ◽  
Course Materials ◽  
Materials Used

The paper covers the problem of distance learning of English as a Second Language (ESL) in higher agro-technical educational institutions in Ukraine. Integration of distance ESL learning into the educational process in higher agro-technical educational institutions has been considered from the perspective of its current inevitability due to the COVID-19 quarantine. The most effective ways of implementing online learning of ESL into the curricula have been discussed. Synchronous and asynchronous learning have been considered. Having analyzed the forms of online teaching as well as the requirements for their implementation, teaching the approved course materials online in multiple environment (combined synchronous and asynchronous learning) has been defined to be the most effective one. The authors’ experiences in designing and teaching synchronous and asynchronous distance learning ESL classes for non-linguistic specialties in higher agro-technical educational institutions provide an insight into the characteristics, benefits, and limitations of these two modes of distance learning. Effective synchronous distance learning classes can be modeled according to the teaching style and course materials used in traditional classes through use of the Internet. Asynchronous distance learning classes require quite a different model built around provided course materials and short «lectures» delivered via streaming audio and graphics. However, lecturing cannot provide effective interaction, which is vital in ESL learning. Thus, the approach must be significantly redefined and multiple environment should be created for delivering effective distance learning ESL classes.

scholarly journals Tinkering With The Traditional To Assess And Promote Quality Instruction: Learning From A New And Unimproved Instructor Evaluation Instrument

2009 ◽  
Vol 6 (4) ◽  
Author(s):  
Audrey Amrein-Beardsley ◽  
Thomas Haladyna
Keyword(s):  
Higher Education ◽  
Teaching Effectiveness ◽  
Survey Development ◽  
Extensive Literature ◽  
Evaluation Instrument ◽  
Instructor Evaluation ◽  
New Instrument ◽  
Survey Instruments ◽  
Survey Results ◽  
Teaching In Higher Education

For over 30 years survey instruments have been used in colleges of higher education to measure instructional effectiveness. Extensive research has been conducted to determine which items best capture this construct. This research study was triggered by a college of education’s enthusiastic but failed attempt to create a new and improved instructor survey based on this research. Researchers found that the new instrument was no better than its predecessor. Student halo ratings contaminated results, reliability was lower than expected, and the survey results indicated one single dimension – general teaching effectiveness.  Two associated variables of considerable interest, course relevance and rigor/demand, were also contaminated by student halo rating. Based on these findings and the extensive literature on student surveys of teaching effectiveness, we argue that traditional surveys based on conventional items may be valid for evaluating global teaching effectiveness and other summative purposes but not for the formative, self-diagnostic, and reflective purposes anticipated. New ways of evaluating teaching in higher education are presented and discussed.  The article shares insights into theory-based survey development and a plan for validation.

scholarly journals Factor Associated With Teacher Satisfaction and Online Teaching Effectiveness Under Adversity Situations: A Case of Vietnamese Teachers During COVID-19

2021 ◽  
pp. 002205742110394
Author(s):  
Phuong-Tam Pham ◽  
Thanh-Thao Thi Phan ◽  
Yen-Chi Nguyen ◽  
Anh-Duc Hoang
Keyword(s):  
Developing Countries ◽  
School Readiness ◽  
Education System ◽  
Online Teaching ◽  
World Wide ◽  
Teaching Effectiveness ◽  
Teacher Satisfaction ◽  
Digital Transformation ◽  
Pedagogical Skills ◽  
The World

How teachers perform and react to the world-wide pandemic and how the epidemic affects an education system may also be used as new conditions to consider the way to enhance SDG4 in developing countries. Regarding that concern, this study investigated 294 teachers’ perspective on their teaching effectiveness and satisfaction during COVID-19. The findings underlined the significant roles of support from various stakeholders, school readiness toward digital transformation, and teachers’ anxiety over teacher satisfaction. Notably, teachers’ newly absorbed technological and pedagogical skills do elevate their teaching effectiveness but do not lead to higher satisfaction during the pandemic.

scholarly journals Distance Teacher Training in Periods of Emergency (Covid-19 Pandemic)

2021 ◽  
Author(s):  
Panagiotes Anastasiades ◽  
Konstantinos Kotsidis ◽  
Christos Synnefakis ◽  
Alexia Spanoudaki
Keyword(s):  
Distance Education ◽  
Educational Process ◽  
Asynchronous Learning ◽  
Pedagogical Issues ◽  
Asynchronous Learning Environments ◽  
Teaching Community ◽  
Fast Pace ◽  
E Learning ◽  
The University ◽  
Teaching Time

The closing of schools at the beginning of spring 2020 in Greece highlighted the need for school distance education to make up for lost teaching time and to maintain learners’ contact with the educational process and other members of the school community. However, the teachers needed support in this urgent situation since they did not have previous experience in school distance education. The Laboratory for Advanced Teaching Technologies for Lifelong Learning and Distance Education (E-Learning Lab) of the University of Crete, attempted to contribute with its own means to the support of these teachers. Within this framework, fast-pace, distance seminars were designed and implemented to support teachers on pedagogical issues of distance education. A total of 20 distance training seminars were conducted from 19March to 29April2020 in which more than 40000 teachers of primary and secondary education in Greece participated. The overall presentation and assessment of the training actions showed not only the enormous interest of the teaching community but also the need for such training actions with particular emphasis on the principles and the methodology of school distance education, synchronous and asynchronous learning environments, and the designing or planning of teaching scenarios based on the pedagogical approaches compatible with distance learning.

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