Online Graduate Students’ Perceptions of Face-to-Face Classroom Instruction

2012 ◽  
Vol 8 (3) ◽  
pp. 45-54 ◽  
Author(s):  
Jared Keengwe ◽  
Biljana Belamaric Wilsey
Keyword(s):  
Graduate Students ◽  
Classroom Instruction ◽  
Doctoral Program ◽  
Online Course ◽  
Eastern United States ◽  
Student Expectations ◽  
Face To Face ◽  
The Face ◽  
Enhance Student Learning ◽  
Primary Impact

This article reports online graduate students’ perceptions of face-to-face classroom instruction in a doctoral program at a large public university in the eastern United States. The purpose of this study is to examine the experiences of graduate students returning to a face-to-face classroom after becoming accustomed to online learning. The students’ online course experiences impacted their subsequent return to the face-to-face classroom in terms of logistics (anxiety finding a physical classroom, budgeting time to make it there) and learning (including interactions with students and instructors). The primary impact was increased appreciation of face-to-face interactions. Instructors also gained experience applying some other strategies to improve their classes. These findings could inform course developers and instructors about student expectations in face-to-face classrooms as well as stimulate reflections on recommendations for instructional improvements to enhance student learning.

scholarly journals Alfabetização em Foco: uma Análise Comparativa entre Instituições de Ensino Superior

EAD em FOCO ◽  
2017 ◽  
Vol 7 (2) ◽  
Author(s):  
Elaine Cristina Ferreira de Oliveira ◽  
Mara Rosana Pedrinho ◽  
Adriane Orenha Ottaiano
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Teacher Training ◽  
Online Courses ◽  
Education Institution ◽  
Online Course ◽  
Literacy Curriculum ◽  
Reading And Writing ◽  
Face To Face ◽  
The Face

O trabalho versa sobre os conteúdos relacionados ao tema alfabetização?, presentes nas disciplinas nos cursos de Pedagogia, nas modalidades presencial e à distância. De cunho documental, esta pesquisa tece algumas considerações acerca da formação dos docentes, no que tange a cursos para professores nas modalidades presencial e a distância (EaD). Apresenta uma análiseacerca do rol de atividades presentes por estas instituições, além do estudo das grades e disciplinas ofertadas no que diz respeito à leitura e escrita de alunos. Os resultados indicam que a instituição de ensino superior presencial possui mais matérias sobre alfabetização (um total de treze disciplinas) em relação à faculdade de ensino a distância (seis disciplinas). Estas e outras considerações complementares são explicitadas ao longo do presente artigo.Palavras-chave: Formação docente, Alfabetização, Conteúdo curricular.Literacy on focus: a comparative analysis between Institutions of Higher EducationAbstractThis study deals with the content related to the theme "literacy" present in the disciplines of a face-to-face as well as a distant and online course of Pedagogy. The research begins with a brief historical revisitation of higher education and teacher training, regarding face-to-face as well as distant and online courses for teachers. It also presents an analysis that shows the activities carried out by these institutions, besides the study of the syllabus and disciplines that focus on students reading and writing. The results show that the face-to-face institution has more subjects on literacy (thirteen subjects in all) in comparison to the distant education institution (six subjects). This finding and others shall be explained throughout this paper.Keywords: Teacher Training, Literacy, Curriculum content.

scholarly journals Creative and Innovative Solutions to Accommodate the Growth of a Professional Practice Doctoral Program

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Craig A. Mertler ◽  
Danah Henriksen
Keyword(s):  
Action Research ◽  
Professional Practice ◽  
Doctoral Program ◽  
Online Version ◽  
Face To Face ◽  
Doctoral Research ◽  
Successful Solution ◽  
Innovative Solutions ◽  
The Face ◽  
Original Event

This essay describes one institution’s struggle to grow its EdD program by adding an equivalent online version of a successful face-to-face program. One of the challenges faced was that of creating a comparable experience for online students to share their ongoing action research, an activity that had long been part of the face-to-face version of the program. An innovative, all-day, virtual doctoral research conference was developed and implemented. We describe our creative rethinking of the original event, towards a new, successful, and fully-online redesigned event. Although the event continues to be refined, the inaugural event proved to be a successful solution to the challenge of transferring all components of a face-to-face program over to its online equivalent. Feedback from students who participated in the conference is shared, and recommendations for other EdD programs is offered.

scholarly journals Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Sheri Conklin ◽  
Amy Garrett Dikkers
Keyword(s):  
Graduate Students ◽  
Best Practices ◽  
Social Presence ◽  
Time Frame ◽  
Online Course ◽  
Online Environment ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Face To Face ◽  
Online Format

During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation. 

scholarly journals From On-Campus to Online: A Trajectory of Innovation, Internationalization and Inclusion

2016 ◽  
Vol 17 (5) ◽  
Author(s):  
Darlinda Pacheco Moreira
Keyword(s):  
Online Courses ◽  
Innovation Process ◽  
Operating Mode ◽  
Teaching Profession ◽  
Online Course ◽  
Organizational Strategies ◽  
Face To Face ◽  
Class 1 ◽  
The Face ◽  
Faculty And Administrators

<p class="1">This paper presents a study focused on a trajectory for developing an online operating mode on a campus-based university in the area of Massachusetts, USA. It addresses the innovation process and the changes and challenges faced by faculty and administrators. Methodologically-speaking, a mainly ethnographic approach was used for a systematic process of collecting data in context, in order to understand organizational strategies put in place to launch and improve online course provision. Leaders of the process and teachers of online courses were also interviewed. What emerged was: a) the online operating mode was prepared much in advance and linked to scenarios of internationalization and inclusion in higher education; b) there was an underlying discourse of inter-connectedness among different places and groups of people; and c) the partnership and collaboration between administration and faculty was essential. One of the main conclusions demonstrates that, despite careful formulation of the online component, it still does not enjoy the same status as the face-to-face element of courses, and, as a result, is largely ignored in terms of promotion in the teaching profession.</p>

Media Naturalness Reduction and Compensatory Channel Expansion

2014 ◽  
pp. 112-123
Author(s):  
Ned Kock ◽  
Vanessa Garza
Keyword(s):  
Undergraduate Students ◽  
Course Delivery ◽  
Online Course ◽  
Face To Face ◽  
College Information ◽  
Combined Test ◽  
The Face ◽  
Channel Expansion ◽  
The Difference ◽  
Media Naturalness

This study provides a combined test of the media naturalness and channel expansion theories with a study of communication media perceptions and use outcomes in the context of a college information systems course delivery. Data was collected from undergraduate students at the middle and end of a long semester. Approximately half of the students took the course face-to-face, and the other half online. As predicted, based on media naturalness theory, grades were significantly higher in the face-to-face condition than the online condition at the middle of the semester. Consistent with predictions based on channel expansion theory, the difference between grades obtained at the middle of the semester disappeared at the end of the semester. This study shows that online course delivery may lead to both negative and positive effects in the same semester, leading to a final outcome that is generally positive. It provides a more nuanced view of online course delivery effects, and clarifies previous empirical findings that appear paradoxical at first glance.

scholarly journals A Randomized Assessment of Online Learning

2016 ◽  
Vol 106 (5) ◽  
pp. 378-382 ◽  
Author(s):  
William T. Alpert ◽  
Kenneth A. Couch ◽  
Oskar R. Harmon
Keyword(s):  
Online Learning ◽  
Learning Outcomes ◽  
Contact Time ◽  
Classroom Instruction ◽  
Random Assignment ◽  
Final Exam ◽  
Instructional Format ◽  
Face To Face ◽  
Teaching Models ◽  
The Face

A microeconomics principles course employing random assignment across three sections with different teaching models is used to explore learning outcomes as measured by a cumulative final exam for students who participate in traditional face-to-face classroom instruction, blended face-to-face and online instruction with reduced instructor contact time, and a purely online instructional format. Evidence indicates learning outcomes were reduced for students in the purely online section relative to those in the face-to-face format by 5 to 10 points on a cumulative final exam. No statistically significant differences in outcomes are observed for students in the blended relative to the face-to-face section.

The EdD in Kinesiology at UNCG: An Online Doctoral Program?

2014 ◽  
Vol 3 (4) ◽  
pp. 221-226
Author(s):  
Diane L. Gill ◽  
Pam Kocher Brown ◽  
Erin J. Reifsteck
Keyword(s):  
Doctoral Program ◽  
Doctoral Degree ◽  
Cohort Model ◽  
Interdisciplinary Curriculum ◽  
Dissertation Completion ◽  
Face To Face ◽  
The Face ◽  
Orientation Session ◽  
Dissertation Defense ◽  
Teaching Leadership

The online EdD in kinesiology at UNCG evolved from the face-to-face EdD, which was designed as an interdisciplinary doctoral degree tailored to working professionals in kinesiology. The new online EdD, which is the only online doctoral program in kinesiology, retains that broad, interdisciplinary curriculum and focuses on developing practicing scholars in kinesiology teaching, leadership, and advocacy. The fully-online EdD program faces many challenges, including technology issues, faculty buy-in, retention, and dissertation completion. To meet those challenges, the EdD curriculum is structured in a four-year cohort model, emphasizing collaboration and connections from the initial campus orientation session through the dissertation defense.

scholarly journals An Intricate Balance: The Challenge of Caring During COVID-19 While Maintaining High Student Expectations

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Gina Gullo
Keyword(s):  
Graduate Students ◽  
Student Expectations ◽  
High Expectations ◽  
Social Distancing ◽  
The Face ◽  
Challenging Students

Understanding the challenges faced by graduate students during the COVID-19 pandemic is difficult for professors aiming to maintain high expectations of students. This essay explores the balance between caring for and challenging students in the face of their needs and limitations during social distancing.

scholarly journals Resultados de dos cursos propedéuticos de Matemáticas para el ingreso a la universidad, uno en modalidad presencial y otro en línea

2021 ◽  
Vol 3 (1) ◽  
pp. 6-25
Author(s):  
Mayeli Sánchez Olalde
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Null Hypothesis ◽  
The Other ◽  
Online Course ◽  
Online Delivery ◽  
Face To Face ◽  
Group I ◽  
The Face ◽  
Group Ii

El estudio se enfoca en comparar el desempeño académico de los participantes de dos cursos propedéuticos de Matemáticas, uno impartido en modalidad presencial (Grupo I-2018 con 248 participantes) y otro en línea (Grupo II-2019 con 600 participantes), en la Universidad Aeronáutica en Querétaro (UNAQ). Esta investigación es cuantitativa y descriptiva, se aplicaron las pruebas estadísticas: Shapiro-Wilk, Jarque-Bera, t-Student y Mann-Whitney U. Los resultados obtenidos comprueban que la hipótesis de nulidad no fue rechazada, es decir que el curso en línea y el curso presencial presentan un comportamiento similar en el desempeño académico de los participantes. Abstract This research focuses on comparing academic achievement of participants in two preparation courses in mathematics, one of online delivery (Group I-2018 consisting of 248 participants) and the other of face-to-face delivery (Group II-2019 consisting of 600 participants) in the Aeronautical University in Querétaro (UNAQ). This is a quantitative and descriptive investigation where statistical samples were applied: Shapiro-Wilk, Jarque-Bera, t-Student y Mann-Whitney U. The results obtained prove that the null hypothesis was not rejected: in other words, that the online course and the face-to-face course have similar outcomes in participants academic performance.

scholarly journals Percepções das práticas educativas presenciais e digitais (Perceptions of interaction in digital environmental for education)

2014 ◽  
Vol 12 (2) ◽  
pp. 161
Author(s):  
Daniervelin Renata Marques Pereira ◽  
Danilo Rodrigues César
Keyword(s):  
Distance Education ◽  
Pedagogical Practices ◽  
Online Course ◽  
Essential Difference ◽  
Contemporary Society ◽  
Face To Face ◽  
Teachers And Students ◽  
The Face ◽  
Modes Of Existence ◽  
Distance Interaction

Apresentamos aqui um estudo de enunciados produzidos por professores e alunos num contexto de disciplina online (Educação a Distância), contexto este que vem se tornando cada vez mais um “estilo de vida” diante das práticas da sociedade atual. Situamos nosso interesse nos conflitos entre esses dois sujeitos, que percebem de maneiras diferentes a prática digital, e também na diferença essencial e afetante entre a modalidade presencial e a distância. À luz da Semiótica Tensiva, analisamos alguns enunciados, estabelecendo por horizonte as correlações entre foco e apreensão e as categorias presença/ausência no “campo de presença”, que orientam os modos de existência dos sujeitos e objetos de um ponto de vista tensivo. Nessa perspectiva, privilegiamos a subjetividade, manifestada em discurso, sobre as práticas educativas digitais, na sua relação com a modalidade presencial. PALAVRAS-CHAVE: Percepção. Práticas pedagógicas. Discursos. Semiótica. ABSTRACT We present a study of statements produced by teachers and students in the context of online course (Distance Education). This context is becoming increasingly a "lifestyle" in the practices of contemporary society. We situate our interest in the conflicts between these two subjects (teachers and students) as they perceive differently digital practice, and also the essential difference between the face to face and distance interaction. We follow the perspective of Tensive Semiotics to analyze some statements as correlations between focus and apprehension and categories presence/absence in “field presence”, which guide modes of existence of the subjects and objects by a tensive view. From this perspective, we focus on the subjectivity manifested in discourse about digital educational practices in its relation to the face to face modality.KEYWORDS: Perception. Pedagogical Practices. Discourses. Semiotics.  

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