scholarly journals Teaching Philosophy: Moving from Face-to-Face to Online Classrooms

2013 ◽  
Vol 34 (1) ◽  
Author(s):  
Faye P. Wiesenberg ◽  
Elizabeth Stacey
Keyword(s):  
Online Teaching ◽  
Research Question ◽  
Teaching Approaches ◽  
Face To Face ◽  
University Teachers ◽  
Teaching Perspectives ◽  
On Line ◽  
Teaching Perspectives Inventory ◽  
Face To Face Instruction ◽  
Teaching Modality

This article explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and philosophies. It presents perspectives on teaching face-to-face and online in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The key research question was to determine if moving from face-to-face instruction to on-line teaching results in new teaching approaches or in a creative blend of those developed within each teaching modality. Qualitative data were collected using an open-ended survey, which asked participants for their thoughts on their face-to-face (f2f) and online teaching experiences. Quantitative data were collected using the “Teaching Perspectives Inventory,” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions, and actions. The authors’ conclusions address the issue of assisting teachers to successfully make the transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in distributed classrooms.

Blended Learning and Teaching Philosophies

2011 ◽  
pp. 204-221 ◽  
Author(s):  
Faye Wiesenberg ◽  
Elizabeth Stacey
Keyword(s):  
Blended Learning ◽  
Quantitative Data ◽  
Online Teaching ◽  
Teaching Approaches ◽  
Teaching Philosophies ◽  
Learning And Teaching ◽  
Face To Face ◽  
University Teachers ◽  
Teaching Perspectives ◽  
Teaching Perspectives Inventory

This study explores the similarities and differences between Canadian and Australian university teachers’ face-to-face and online teaching approaches and perspectives in two comparable Canadian and Australian universities, both of which offer instruction in these two modes. The chapter explores whether moving from face-to-face to online teaching results in new teaching approaches or in the creative blending of those developed within the different teaching modalities. Qualitative data were collected with an open-ended survey which asked participants for their thoughts on their face-to-face and online teaching experiences. Quantitative data were collected with the “Teaching Perspectives Inventory” which assessed participants’ teaching approaches and philosophies in terms of their beliefs, intentions and actions in both modalities. The authors discuss the findings in terms of how to assist teachers to successfully transition from traditional teacher-centred to newly emerging learner-centred teaching approaches in blended learning classrooms.

Creating a Culture of Engagement

2015 ◽  
pp. 302-323
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

scholarly journals Providing Support for Rural Special Educators During Nontraditional Instruction: One State’s Response

2020 ◽  
Vol 39 (4) ◽  
pp. 193-200
Author(s):  
Melinda Jones Ault ◽  
Ginevra Courtade ◽  
Sally A. Miracle ◽  
Amanda E. Bruce
Keyword(s):  
Online Teaching ◽  
Technical Assistance ◽  
The Novel ◽  
Free Appropriate Public Education ◽  
Face To Face ◽  
Global Pandemic ◽  
Nontraditional Instruction ◽  
The Face ◽  
Face To Face Instruction ◽  
Problem Solve

In the midst of the COVID-19 global pandemic, teachers were forced to quickly determine how to deliver a free appropriate public education to their students when in-person instruction was not possible. School districts and states have a variety of ways to provide supports to their teachers. One method for providing technical assistance, professional development, consultation, and mentoring to teachers is through the use of regional cooperatives. In this Practice in Action article, two educational cooperative consultants present their experiences in supporting their teachers in the face of the pandemic. Successful strategies the cooperatives developed for teachers included providing trainings in online formats, creating an organized list of resources appropriate for online teaching, and facilitating opportunities for teachers to work together to problem solve in the era of the novel COVID-19. Challenges for teachers providing instruction for their students when schools were closed to face-to-face instruction are discussed.

Teaching Statistics and Operations Research Online

2010 ◽  
pp. 298-311 ◽  
Author(s):  
A. Juan ◽  
J. Faulin ◽  
P. Fonseca ◽  
C. Steegmann ◽  
L. Pla ◽  
...  
Keyword(s):  
Operations Research ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Web Based ◽  
Face To Face ◽  
Face To Face Instruction ◽  
Based Instruction

This chapter presents a case study of online teaching in Statistics and Operations Research (OR) at the Open University of Catalonia (UOC). UOC is a purely online university with headquarters in Barcelona, Spain, with students from many countries. As common to most math-related knowledge areas, teaching and learning Statistics and OR present difficult challenges in traditional higher education. These issues are exacerbated in online environments where face-to-face interactions between students and instructors as well as among students themselves are limited or non-existent. Despite these difficulties, as evidenced in the global growth of online course offerings, Web-based instruction offers comparative benefits to traditional face-to-face instruction. While there exists a plethora of literature covering experiences and best practices in traditional face-to-face instruction in mathematics, there is a lack of research describing long-term successful experiences in Statistics and OR online courses. Based on the authors’ experiences during the last decade, this chapter aims to share some insights on how to design and develop successful online courses in these knowledge areas.

Aspects of e-Learning in a University

2010 ◽  
Vol 2 (4) ◽  
pp. 43-52 ◽  
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

scholarly journals Can a Hands-On Physics Project Lab be Delivered Effectively as a Distance Lab?

2019 ◽  
Vol 20 (1) ◽  
Author(s):  
Firas Moosvi ◽  
Stefan Reinsberg ◽  
Georg Rieger
Keyword(s):  
Research University ◽  
Research Question ◽  
Online Support ◽  
Focus Group Interviews ◽  
Face To Face ◽  
Capstone Project ◽  
Hands On ◽  
Face To Face Instruction ◽  
Group Interviews ◽  
Distance Courses

In this article, we examine whether an inquiry-based, hands-on physics lab can be delivered effectively as a distance lab. In science and engineering, hands-on distance labs are rare and open-ended project labs in physics have not been reported in the literature. Our introductory physics lab at a large Canadian research university features hands-on experiments that can be performed at home with common materials and online support, as well as a capstone project that serves as the main assessment of the lab. After transitioning the lab from face-to-face instruction to a distance format, we compared the capstone project scores of the two lab formats by conducting an analysis of variance, which showed no significant differences in the overall scores. However, our study revealed two areas that need improvements in instruction, namely data analysis and formulating a clear goal or research question. Focus group interviews showed that students in the distance lab did not perceive the capstone project as authentic science and that they would have preferred a campus lab format. Overall our results suggest that the distance project lab discussed here might be an acceptable substitute for a campus lab and might also be suitable for other distance courses in science.

scholarly journals Shifting from face to face to online teaching due to COVID-19 pandemic – personal assessment of American and Polish higher education teachers

2020 ◽  
Vol 15 (4) ◽  
pp. 27-38
Author(s):  
Celina Sołek-Borowska ◽  
Brian Buckles
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Face To Face ◽  
On Line ◽  
Polish Higher Education ◽  
Personal Assessment

W wyniku pandemii COVID-19 wielu członków wydziału musiało gwałtownie przejść z nauczania bezpośredniego na nauczanie online. W ramach tego niektórzy instruktorzy radzili sobie dobrze, podczas gdy inni mieli trudności. Ta wywołana COVID-19 zmiana na nauczanie online stanowi wyraźną sytuację dotyczącą osiągnięć, ponieważ dla wielu członków wydziału po raz pierwszy było obowiązkowe, aby wszystkie kursy były prowadzone wyłącznie przez Internet, co okazało się wyzwaniem dla nauczycieli. Dlatego celem artykułu jest przedstawienie doświadczeń z pierwszej ręki nauczycieli akademickich w Polsce i USA reprezentujących Wojskową Akademię Techniczną i Akademię Obrony Narodowej w USA. Biorąc pod uwagę nagłą naturę przejścia z programu stacjonarnego do programu on-line, Eisenhower School w Stanach Zjednoczonych oraz Wydział Bezpieczeństwa, Logistyki i Zarządzania w Polsce napotkały wiele problemów zidentyfikowanych w literaturze, takich jak zrozumienie stylów uczenia się uczniów; stosowanie najlepszych podejść pedagogicznych; zarządzanie technologią i zagadnieniami technologicznymi; otrzymanie wystarczającego szkolenia technicznego; oraz wyzwania związane z przygotowaniem i zarządzaniem czasem podczas zajęć on-line (Islam, Beer, Slack 2015). Autorzy postulują, iż nauczanie on-line należy traktować jako uzupełnienie tradycyjnego nauczania, gdyż nic nie zastąpi bezpośredniego kontaktu nauczyciela i studenta.

Creating a Culture of Engagement

2018 ◽  
pp. 332-354
Author(s):  
Katherine Erdman Becker
Keyword(s):  
Social Presence ◽  
Online Teaching ◽  
Online Faculty ◽  
Hybrid Courses ◽  
Online Classroom ◽  
Face To Face ◽  
Use Of Technology ◽  
Communication Processes ◽  
Traditional Courses ◽  
Face To Face Instruction

Many online faculty members pattern their teaching after traditional models of face-to-face instruction. However, these models fail to support meaningful content delivery and interaction in today's online classroom. This chapter discusses faculty development efforts that serve to cultivate effective online teaching practices. Presenting the communication processes and technical skills necessary to create social presence in online and hybrid courses, the chapter equips both novice and experienced instructors with the tools required to redesign traditional courses for online delivery, to deliver quality instruction, and to promote strong interaction. Teaching strategies and adult learning theory are explored. The appropriate use of technology to achieve desired student learning outcomes is also discussed. In addition, instructors' concerns and attitudes towards the implementation of social presence strategies in online learning are examined.

Aspects of e-Learning in a University

2012 ◽  
pp. 219-229
Author(s):  
Karen Manning ◽  
Lily Wong ◽  
Arthur Tatnall
Keyword(s):  
Online Teaching ◽  
Strategic Decisions ◽  
Teaching Resources ◽  
Course Content ◽  
Face To Face ◽  
E Learning ◽  
On Line ◽  
Adoption Decisions ◽  
The University ◽  
On Line Learning

Most universities make use of e-learning facilities to manage and deliver on-line learning. Many universities have adopted an approach to teaching and the delivery of course content that combines traditional face-to-face delivery with online teaching resources: a blended learning approach. Many factors act to determine how online learning is adopted, accepted, and the balance between online and face-to-face delivery is formed. In this paper, the authors suggest that educational technology adoption decisions are made at three levels: strategic decisions are made by the university to implement a particular package, and then individual academics made adoption decisions regarding those aspects of the package they will use in their teaching and how they will use them. They also make a decision on the balance they will have between on-line and face-to-face teaching. This article questions how decisions are made to adopt one e-learning package rather than another. The authors then examine how individual academics relate to this technology once it is adopted and make use of it to deliver some or all of their teaching and determine the appropriate blend.

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