Emergence of Successful Online Courses

Sedivy-Benton, Amy L.; Hunt, Andrew; Hunt, Teri L.; Fetterly, James M.; Wood, Betty

doi:10.4018/978-1-5225-5472-1.ch001

Cited by 3 publications

(1 citation statement)

References 6 publications

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“…According to Allen and Seaman (2016), more than one in four students (28%) now take at least one distance education course. Based on this growth, many faculty members are asked to develop and teach courses online that they had previously taught in a traditional, face-to-face classroom (Allen and Seaman, 2016;Seifert, Kritz & Feliks, 2020;Sedivy-Benton,et al, 2018). Very varied technological means enable them to enrich traditional learning and in certain cases even to completely replace some frontal lessons with online courses, or to combine online lessons with face-to-face meetings in blended courses (Moore, 2013).…”

Section: Review Of Relevant Literature Online Courses In Higher Education Institutionsmentioning

confidence: 99%

Students’ Percepti̇ons of Online Teaching and Learning

Seifert¹

2021

MOJET

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The instructor in an online course needs online teaching experience and should adapt the course contents to the digital environment. The purpose of the present study is to gain a deeper understanding of students’ perceptions of the pedagogical aspects of online teaching, pointing up characteristics of online courses that extant literature in this field has found reflected in different online and blended courses. Online courses necessitate meticulous planning by the instructor and adaptation through the student's learning. The research reported here related to the attitudes of 216 students, who participated in 52 courses delivered by 36 different instructors. Some of the courses included both face-to-face meetings and online lessons, while other courses were solely presented online. The research findings may be informative for instructors planning online courses and for students contemplating participation in online courses, in order to prepare in an optimal manner for the teaching, learning and evaluation processes.

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Section: Review Of Relevant Literature Online Courses In Higher Education Institutionsmentioning

confidence: 99%

Students’ Percepti̇ons of Online Teaching and Learning

Seifert¹

2021

MOJET

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Comparison of digital and face-to-face coaching centers in the context of shadow education institutions: Student and teacher perceptions and academic achievements of students

Meço

2024

E-Learning and Digital Media

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This article compares digital and traditional face-to-face coaching within the scope of shadow education institutions. While analyzing the differences and similarities between the two educational models, their advantages and disadvantages are thoroughly discussed. In this context, interviews were conducted with students and teachers who receive education in both face-to-face and digital coaching, and the positive and negative aspects of both institutions, suitable and unsuitable courses, the future situation, and the effects on students’ academic achievements were revealed. According to the results obtained from the research, it is noteworthy that students who do not receive education in digital coaching have prejudices against digitalization. Additionally, no significant difference was found between the academic achievements of students receiving education in digital coaching and those receiving education in face-to-face coaching.

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Constructing Online Equity for Adjunct Faculty Who Teach Across Geography

Holt

Clements

2021

Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education

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With growing national online enrollments in higher education, a need exists for innovative practices for adjunct faculty geographically distant from campus. This chapter demonstrates the outcomes of a Teaching Across Geography Group (TAGG) at a private not-for-profit university with 27,000 students enrolled, 7,000 of whom are online. The purpose of this group was to identify resources in place and establish equitable access for faculty working online. All faculty need to receive the same degree of support to meet the academic requirements for teaching online. This support, however, looks different as it comes in the form of alternative access that is equitable, even if not equal, and results in the seamless inclusion of this faculty population. Shared practices for all academic units within a university can streamline communication between all online faculty and all on-ground faculty regardless of academic rank or academic status (full or part-time), and it promotes a “one faculty” university rather than multiple entities in silos working together.

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Emergence of Successful Online Courses

Cited by 3 publications

References 6 publications

Students’ Percepti̇ons of Online Teaching and Learning

Students’ Percepti̇ons of Online Teaching and Learning

Comparison of digital and face-to-face coaching centers in the context of shadow education institutions: Student and teacher perceptions and academic achievements of students

Constructing Online Equity for Adjunct Faculty Who Teach Across Geography

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