Online teaching competencies in observational rubrics: what are institutions evaluating?

Thomas, Jonathan E.; Graham, Charles R.

doi:10.1080/01587919.2018.1553564

Cited by 17 publications

(23 citation statements)

References 18 publications

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“…Today, the world has been witnessing a revolution in technology incorporation, and here education sector is no exception, where technology has been blinking with immense potential in making teaching-learning possible and effective in areas so far left impenetrable. This has prompted the birth of e-learning concept which refers to the use of advanced information communication technology (ICT) in the learning process, where advanced technology consists of electronic media (Thomas & Graham, 2019). It is a new pattern of education imposed by the new scientific and technical changes taking place in the world today due to the inability of traditional teaching strategies and teaching methods to keep pace with these changes, given the changing role of both teacher and student (Harandi, 2015).…”

mentioning

confidence: 99%

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

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The purpose of this study was to investigate the effect of blended learning on students’ academic achievement, to study teachers’ perception of working in the unconventional blended atmosphere, and finally to infer on its potential in underprivileged elementary classrooms. Since this study was conducted in an unconventional set up with researchers acted as agents of change, design-based research methods were used with 50 children from a fifth standard class in an Indian elementary school. These methods included gathering and analyzing data in two cycles—preblended implantation stage and postblended stage. A mixed-method approach was followed for data collection. Quantitative data were collected through an achievement test and qualitative data were gathered from interviews with the teachers. Findings revealed that there were significant differences in achievement level between the two cycles, in favor of the postblended implantation stage, and this difference was found gender-neutral. Interviews with three teachers were also conducted to collect information about their experiences of introducing and implementing blended learning in their classrooms. The study concludes that blended learning ambiance increases students’ academic achievement levels in elementary classrooms when teachers were supported with necessary policies and proficiencies. Overall, the time spent in blended learning had a positive effect on children’s achievement irrespective of gender and these effects emerged during 10 weeks even in a school with poor technological infrastructure and underprepared yet willing teachers.

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confidence: 99%

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Kundu

Bej²,

Dey³

2021

Journal of Educational Technology Systems

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“…Previous research is similar, as stated by Vickery [10], in that one way to activate students is to use ICT. Hasan and Kazlaukas [41] in online research wrote that activity is a key term that means more than just being active; human activity is the goal and is carried out by a set of actions through the use of 'tools' which are not only physical but also psychological.…”

Section: Discussionmentioning

confidence: 55%

“…ICT-based learning is now known as e-learning. It refers to the use of advanced information and communications technology in the learning process, where sophisticated technology consists of electronic media [10]. In primary schools, the use of pure e-learning is not possible because teachers and students are required to carry out face-to-face activities in class.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Blended Learning on Elementary School Students' Creativity and Activeness

Miskiah¹,

Suryono²,

Sudrajat³

2020

ujer

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Creativity is one of the important components of success in 21st-century learning. Creativity needs to be developed and taught in the classroom. This study was conducted to know the difference in the effect of blended learning on students' creativity and activeness. This study also aimed to find out the significant improvement on students' creativity and activeness in elementary school. This study is of a quasi-experimental type with a non-equivalent comparison group design. The research subjects were fifth-grade students (32 students as experimental groups and 29 students as a control group) of public elementary schools in Bantul Regency, SDN Kasihan, and SDN Kalipucang, in the academic year 2019/2020. Rubric for Creativity (RC) and Rubric for Activeness (RA) were administered for pretest and posttest. The duration of the experimental learning was three meetings and one meeting for examination. The data analysis technique used independent samples t-tests and paired samples t-tests at the significance level of .05. The results of the study show that there was a significant difference in creativity between the experimental group (applying blended learning) and the control group (applying scientific learning). Experimental group students had higher scores on both variables compared to their counterparts. Thus, it can be concluded that blended learning is effective in improving creativity and activeness of elementary school students.

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“…The quality of online teaching is determined by the competencies of instructors (Thomas & Graham, 2019). It seems that the competencies demand for online instructors is fewer than traditional teachers since face-to-face communication and instant feedback are reduced in the online teaching process.…”

Section: The Structure Of Online Instructors' Perceived Competenciesmentioning

confidence: 99%

The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

Wang

Stein

et al. 2021

J. Comput. Educ.

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With the popularity of online education, understanding and improving the beginning online instructors' teaching competencies is crucial to improve online education. The structure of beginning online instructors' perceived competencies was widely discussed, and it was also confirmed that the structure and level of online teaching competencies would be varied across countries and different cultural backgrounds. Followed U.S. theoretical framework, some studies discussed the differences between Chinese and U.S. online teaching and instructors. But how Chinese online instructors, especially beginning online instructors, perceiving the online teaching competencies, and how this framework would differ from the U.S. framework, was less discussed. To fill in this gap, this study explored the structure of Chinese beginning online instructors' competencies using the Bayesian factor analysis method. With a limited sample size, the traditional factor analysis trail reported undetermined results with three options. The results of Bayesian factor analysis indicated the three-factor solution is the most appropriate solution with the collected data. The three factors are named "preparing and supporting online teaching," "creating an appropriate environment for students' learning," and "conducting appraisals of student learning." The contributions of this study are as follows: (1) discussing the structure of Chinese beginning online instructors' perceived competencies, (2) discussing why and how the structure of online teaching competencies

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Online teaching competencies in observational rubrics: what are institutions evaluating?

Cited by 17 publications

References 18 publications

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

Time to Achieve: Implementing Blended Learning Routines in an Indian Elementary Classroom

The Effects of Blended Learning on Elementary School Students' Creativity and Activeness

The structure of Chinese beginning online instructors’ competencies: evidence from Bayesian factor analysis

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