Deciding to teach online: Communication, opportunities and challenges for educators in distance education

Terblanché, E.

doi:10.1080/02500167.2015.1115416

Cited by 8 publications

(4 citation statements)

References 16 publications

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“…Training is starting to be recognized as an important element in preparing faculty to meet the challenges of online teaching (Allison, 2015; Almarashdeh, Sahari, Zin, & Alsmadi, 2011; Bolliger et al, 2014; Chen et al, 2017; Guan & Stanford, 2016; Ling, 2014; Masoumi, 2010; OLC, 2017; Rohland-Heinrich, 2016; Terblanché, 2015). Training has been identified as a predictor of success in online teaching (Al-Busaidi, 2012), but the link between training and faculty satisfaction in the online environment deserves further exploration (Almarashdeh, 2016; Hoekstra, 2014; Wingo et al, 2017).…”

Section: Literature Review and Hypothesesmentioning

confidence: 99%

Online Higher Education: Faculty Satisfaction and Its Antecedents

Stickney

Bento

Aggarwal

et al. 2019

Journal of Management Education

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The nature and antecedents of faculty satisfaction in online higher education have not received much scholarly attention yet, despite the growing literature that indicates the relevance of faculty satisfaction for outcomes such as the success of e-learning programs, student learning, and student satisfaction. This exploratory study surveyed 171 faculty members from multiple institutions of higher education to learn about their experiences teaching online and to examine factors that might affect their satisfaction. Our study finds that higher education faculty who teach online are generally satisfied, and that satisfaction is more likely if there is appropriate training, and if teaching online allows for flexibility in their schedules. Although a weaker relationship, results also suggest that faculty are more satisfied teaching online when institutional support and organizational policies uphold online teaching efforts. Contrary to our expectations, however, our findings show that faculty who are more satisfied with support for technical elements of the online teaching environment, are less satisfied teaching online. Implications for research and practice are discerned through both the presence and absence of support for three sets of hypotheses, regarding faculty, institutional and technical factors.

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Section: Literature Review and Hypothesesmentioning

confidence: 99%

Online Higher Education: Faculty Satisfaction and Its Antecedents

Stickney

Bento

Aggarwal

et al. 2019

Journal of Management Education

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“…The popularity of the Internet has promoted the development of universal learning. With the support of the digital world, students are placed in a real learning environment through the Internet [4][5][6][7][8][9][10][11].…”

Section: Introductionmentioning

confidence: 99%

Application of Computer in Online Teaching of Professional Courses

Jin

2020

Int. J. Emerg. Technol. Learn.

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Due to the ongoing public health crisis, computer online teaching has become a new normal. It is very meaningful to explore how to effectively apply computer in online teaching. In this paper, the online teaching situation of teachers and students in a college was surveyed and analyzed. Then, DingTalk, the most popular online teaching platform among the respondents, was introduced in details. Next, the online teaching situation was tracked, and the learning situation was evaluated in terms of pre-class preparation, in-class teaching, and after-class homework. After that, the satisfaction with the course design and teaching effect was surveyed. The results show that the students felt satisfied with the course design, but regarded practical teaching a weak link in online teaching; the students highly recognized the work attitude, teaching ability, and interactive ability of their teachers, yet calling for better innovation awareness among teachers. The research results provide a good reference for computer-based online teaching of professional courses.

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“…It is a combination of several instructional and learning methodologies, one of which is essentially based on technology (Hege et al, 2020). Despite the use of technology, human intervention is unavoidable (Terblanché, 2015). Furthermore, digital learning resources have improved both the qualities of teaching and learning (Camilleri & Camilleri, 2017).…”

Section: Blended Learningmentioning

confidence: 99%

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

Batac

Baquiran²,

Agaton

2021

IJLTER

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The unexpected COVID-19 pandemic has closed schools and shifted the mode of education to digital and distance learning methods. However, the socioeconomic status of students affects their access to education. Blended learning, which includes online classes, television and radio broadcasts, and modular lessons, offers a more inclusive education that caters to the needs of the students. While the subject has been discussed in the literature from the perspective of the learners, this paper explores the perceptions, experiences, and insights of teachers in the Philippines on blended learning at the time of the pandemic. This study surveyed 39 basic education teachers and analyzed the data using qualitative content analysis. The results showed an agreement on teachers' perspectives about the effectiveness of educational policies implemented and the government's response to the pandemic. Despite the flexibility in using blended learning, the teachers experienced various challenges in applying this method during the pandemic, such as readiness, technology literacy, access to technology, financial difficulties, and health risk. These findings suggest the government and other education stakeholders provide additional financial support to schools during the pandemic; enhance the professional development activities for teachers; and continue developing learning platforms allowing open access to quality and reliable educational resources during and beyond the pandemic.

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Deciding to teach online: Communication, opportunities and challenges for educators in distance education

Cited by 8 publications

References 16 publications

Online Higher Education: Faculty Satisfaction and Its Antecedents

Online Higher Education: Faculty Satisfaction and Its Antecedents

Application of Computer in Online Teaching of Professional Courses

Qualitative Content Analysis of Teachers’ Perceptions and Experiences in Using Blended Learning during the COVID-19 Pandemic

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