Effects of Adaptive Leadership on Faculty Engagement in Online Learning in Higher Education: A Mixed Methods Study

2021 ◽  
Author(s):  
Melissa Jean Kaufman
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Adaptive Leadership ◽  
Mixed Methods Study ◽  
Faculty Engagement

scholarly journals Face-to-Face and Online Instructional Delivery Formats: a Mixed-Methods Study of Teacher Self-Efficacy in Higher Education

2020 ◽  
Vol 12 (4) ◽  
pp. 163
Author(s):  
Colin William Campbell
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Mixed Methods ◽  
Self Efficacy ◽  
Online Courses ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Instructional Delivery ◽  
Mixed Methods Study ◽  
Face To Face

The COVID-19 pandemic forced higher education institutions in South Korea to administer Spring 2020 semesters online. This mixed-methods study examined instructor/professor competence for the instructional delivery formats of Face-to-Face and online teaching. Quantitatively, the researcher measured teacher competence for Face-to-Face and online instruction by measuring the Teacher Self-Efficacy levels of non-Korean instructors/professors in South Korean higher education institutions. The qualitative questions assessed the advantages and drawbacks of each instructional delivery format. Findings indicate that instructors/professors are significantly more effective teaching Face-to-Face courses than online courses. However, instructors/professors with online learning experience were significantly more effective teaching online courses than those without online learning experience. It is recommended that all instructors/professors engage in professional development geared towards equipping educators with the tools needed to succeed in the online education environment.

Assessing a Trauma-Informed Approach to the COVID-19 Pandemic in Higher Education: A Mixed Methods Study

2021 ◽  
pp. 1-16
Author(s):  
Liza Barros-Lane ◽  
Dana Smith ◽  
Dawn McCarty ◽  
Sandra Perez ◽  
Leslie Sirrianni
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Trauma Informed

scholarly journals Fostering Effective Learning Strategies in Higher Education – A Mixed-Methods Study

2020 ◽  
Vol 9 (2) ◽  
pp. 186-203 ◽  
Author(s):  
Felicitas Biwer ◽  
Mirjam G.A. oude Egbrink ◽  
Pauline Aalten ◽  
Anique B.H. de Bruin
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Learning Strategies ◽  
Mixed Methods Study ◽  
Effective Learning

Health Promotion and Sexology Student and Teaching Staff Perspectives of Online Learning and Teaching During COVID-19: A Mixed Methods Study

2021 ◽  
pp. 237337992110373
Author(s):  
Krysten Blackford ◽  
Kieran Birney ◽  
Shefali Sharma ◽  
Gemma Crawford ◽  
Matt Tilley ◽  
...  
Keyword(s):  
Health Promotion ◽  
Online Learning ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Teaching Staff ◽  
Delivery Mode ◽  
Student Survey ◽  
Internal Mode ◽  
Face To Face ◽  
The Impact

Universities are undergoing rapid and unprecedented changes due to the COVID-19 pandemic, and the needs of learners during this transition are not necessarily well understood or addressed. This study aimed to examine the impact of the “remote internal” unit delivery in a large Western Australian university, as experienced by students and teaching staff within a department of health promotion and sexology (DHPS). In the remote internal mode, previously “internal” (face-to-face) students received prerecorded lectures and attended workshops and seminars in real time through use of the learning platforms. The mixed methods study was conducted across three phases in 2020. A quantitative online student survey was followed by student and teaching staff focus groups and document analysis. Six themes were uncovered regarding the student experience of the remote internal mode: (1) face-to-face contact provides a sense of community, (2) online learning is better when it is interactive, (3) online learning is convenient, (4) delivery mode affects student willingness to contribute to discussions, (5) students enjoy a mixture of teaching patterns, and (6) technological issues create barriers to effective learning. Five themes were revealed regarding teaching staff experience of the remote internal mode: (1) connections matter, (2) face-to-face delivery enhances engagement, (3) learning outcomes are a priority for teaching staff, (4) online delivery needs effective supports, and (5) students have online privacy concerns. Considerations for course modalities, methods to enhance interactivity, and supportive technology and infrastructure are recommended to ensure that the technological, demographic, and socio-environmental needs of students are adequately met.

scholarly journals The Dispositions, Abilities and Behaviours (Dab) Framework for Profiling Learners’ Sustainability Competencies in Higher Education

2015 ◽  
Vol 17 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Frida Besong ◽  
Charlotte Holland
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Undergraduate Students ◽  
Education Institution ◽  
Mixed Methods Study ◽  
Complex Nature ◽  
Higher Education Institution ◽  
Limited Availability ◽  
Good Potential

Abstract The concepts of sustainability and sustainability competence are controversial, complex, difficult to define and measure, and have varied meanings for different people and practices. Given the complex nature of sustainability, there is limited availability of paradigmatic frameworks to guide educators in assessing sustainability competencies. This paper introduces the Dispositions, Abilities and Behaviours (DAB) framework, which influenced the design of an intervention in 2013-2014 that profiled sustainability competencies among final year undergraduate students in a higher education institution. The results of the mixed methods study indicate that the DAB framework has good potential as a guide to educators or researchers in understanding and profiling sustainability- related abilities, attitudes and actions (areas of performance) of cohorts of students within higher education settings.

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