scholarly journals Moving Teaching Online: Cultural Barriers Experienced by University Teachers During Covid-19

2021 ◽  
Vol 2021 (1) ◽  
Author(s):  
Allison Littlejohn ◽  
Lesley Gourlay ◽  
Eileen Kennedy ◽  
Kit Logan ◽  
Tim Neumann ◽  
...  
Keyword(s):  
Cultural Barriers ◽  
Teaching Online ◽  
University Teachers

What are Tutors' Experiences with Online Teaching?

2016 ◽  
Vol 8 (1) ◽  
pp. 18-33 ◽  
Author(s):  
Cvetanka Walter
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

scholarly journals In Search for the Open Educator: Proposal of a Definition and a Framework to Increase Openness Adoption Among University Educators

2016 ◽  
Vol 17 (6) ◽  
Author(s):  
Fabio Nascimbeni ◽  
Daniel Burgos
Keyword(s):  
Open Educational Resources ◽  
Cultural Barriers ◽  
Open Education ◽  
Teaching Resources ◽  
University Teachers ◽  
Original Definition ◽  
Self Development ◽  
Strong Relation ◽  
Development Paths ◽  
Definition Of

<p class="3">The paper explores the change process that university teachers need to go through in order to become fluent with Open Education approaches. Based on a literature review and a set of interviews with a number of leading experts in the field of Open Educational Resources and Open Education, the paper puts forward an original definition of Open Educator which takes into account all the components of teachers’ work: learning design, teaching resources, pedagogical approaches and assessment methods- of teachers’ activities. Subsequently, to help the development of teachers’ openness capacity, the definition is further developed into a holistic framework for teachers, which takes into account all the dimensions of openness included in the definition and which provides teachers with self-development paths along each dimension. By working on the definition and on the framework with the interviewed experts, the paper concludes that a strong relation exists between the use of open approaches and the networking and collaboration attitude of university teachers, and that in order to overcome the technical and cultural barriers that hinder the use of open approaches in Higher Education, it is important to work on the transition phases – in terms of awareness and of capacity building - that teachers have to go through in their journey towards openness.</p>

What Are Tutors' Experiences With Online Teaching?

2018 ◽  
pp. 998-1015
Author(s):  
Cvetanka Walter
Keyword(s):  
Professional Development ◽  
Online Teaching ◽  
Asynchronous Communication ◽  
Online Course ◽  
Methodological Framework ◽  
Teaching English ◽  
Teaching Online ◽  
University Teachers ◽  
University Curriculum ◽  
The University

This study seeks an understanding of how tutors perceived the online part of a blended learning course in the context of teaching English as a foreign language at a German university. To gain knowledge about the ways in which the tutors experienced the phenomenon, a phenomenographic methodological framework was employed. Identified were four different ways of conceiving the online course as: A) a one-way street of communication: to provide students with extra materials to practice individually and for asynchronous communication, B) an add-on to on-campus classes; C) a distant relationship between students and online tutors; and D) an opportunity for tutor's professional development and team communication. The phenomenographic approach allowed to reveal variations of tutors' perceptions of teaching online with a view of enhancing the university curriculum. The findings may have implications for university teachers and educational designers.

scholarly journals Designing for emergency remote blended and online education: a response to Bennett et al. (2017)

2020 ◽  
Author(s):  
Cornelia Connolly ◽  
Tony Hall
Keyword(s):  
Online Education ◽  
Significant Contribution ◽  
Research Literature ◽  
Systematic Design ◽  
Design Work ◽  
Educational Design ◽  
Design Models ◽  
Teaching Online ◽  
University Teachers ◽  
Fundamental Part

AbstractThis paper is in response to the article entitled “The process of designing for learning: understanding university teachers’ design work” (Bennett et al. in Educ Technol Res Dev 65(1):125–145, 2017). Design constitutes a fundamental part of what teachers do (Goodyear in HERDSA Rev Higher Educ 2:27–50, 2015). However, it has received negligible attention in the research literature. Bennett et al. make a significant contribution to knowledge by identifying and illustrating how university teachers engage in educational design. In particular, the paper identifies key areas for further support and the professional development of university teachers, including in the use of systematic design models and tools. This will help university teachers significantly, especially during the current pandemic has increased the design workload of university teachers as they endeavour to migrate and transtion their teaching online. Our response discusses Bennett et al. (2017) in the context of emergency remote teaching and the wholesale shift to new modalities of blended and online education. We also offer future suggestions arising from our review, including the importance of further international research on the topic.

Wiser Reasoning and Less Disgust Have the Potential to Better Achieve Suicide Prevention

Crisis ◽  
2020 ◽  
pp. 1-8
Author(s):  
Chao S. Hu ◽  
Jiajia Ji ◽  
Jinhao Huang ◽  
Zhe Feng ◽  
Dong Xie ◽  
...  
Keyword(s):  
High School ◽  
Suicide Prevention ◽  
Cause Of Death ◽  
Facial Expressions ◽  
Emotional Reaction ◽  
Suicide Method ◽  
University Teachers ◽  
Advice Giving ◽  
Prevention Techniques

Abstract. Background: High school and university teachers need to advise students against attempting suicide, the second leading cause of death among 15–29-year-olds. Aims: To investigate the role of reasoning and emotion in advising against suicide. Method: We conducted a study with 130 students at a university that specializes in teachers' education. Participants sat in front of a camera, videotaping their advising against suicide. Three raters scored their transcribed advice on "wise reasoning" (i.e., expert forms of reasoning: considering a variety of conditions, awareness of the limitation of one's knowledge, taking others' perspectives). Four registered psychologists experienced in suicide prevention techniques rated the transcripts on the potential for suicide prevention. Finally, using the software Facereader 7.1, we analyzed participants' micro-facial expressions during advice-giving. Results: Wiser reasoning and less disgust predicted higher potential for suicide prevention. Moreover, higher potential for suicide prevention was associated with more surprise. Limitations: The actual efficacy of suicide prevention was not assessed. Conclusion: Wise reasoning and counter-stereotypic ideas that trigger surprise probably contribute to the potential for suicide prevention. This advising paradigm may help train teachers in advising students against suicide, measuring wise reasoning, and monitoring a harmful emotional reaction, that is, disgust.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

COMPUTER MODELING OF FINANCIAL CALCULATIONS

2019 ◽  
pp. 33-37
Author(s):  
O. S. Korneva
Keyword(s):  
Computer Modeling ◽  
Professional Education ◽  
Information Technologies ◽  
Financial Education ◽  
Economic Education ◽  
Economic Activities ◽  
School Teachers ◽  
University Teachers ◽  
Educational Literature ◽  
Higher Professional Education

Within the implementation of the national strategy for improving financial competency and financial education in Russia, aimed at the broad masses of the population, any experience in promoting financial competency among young people, accumulated in the system of training bachelors of Economics, will be useful. The purpose of the article is to present the methodological and practical aspects of teaching the basics of financial calculations of future economists and the formation of computer modeling skills in the field of financial and economic activity. The reason for writing the article was the problem of interdisciplinary integration in the system of financial and economic education. The analysis of educational literature and curricula of the system of secondary and higher professional education, as well as the study and generalization of pedagogical experience showed weak integration of mathematical and economic disciplines with information technologies. The article also presents the problems associated with the calculations in the financial and economic activities with the use of computer modeling. The elements of the presented methods of teaching the basics of financial computing in conjunction with the modeling of financial problems on the computer can be useful for both school teachers and university teachers of mathematics and computer science.

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