Preparing Teachers for Online Instruction with a Graduate Certificate Program

Shepherd, Craig E.; Bolliger, Doris U.; Dousay, Tonia A.; Persichitte, Kay A.

doi:10.1007/s11528-015-0015-2

Cited by 24 publications

(9 citation statements)

References 4 publications

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“…According to Hamdoun, Jabbour, and Othman [53], knowledge application is the fundamental factor that facilitates the innovation and performance of individuals. The main purpose of knowledge application is to integrate the information from internal and external sources and translate it to obtain a new knowledge asset [54]. Knowledge embedded in the applications is its competitive edge rather than itself.…”

Section: Knowledge Applicationmentioning

confidence: 99%

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

et al. 2021

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COVID-19 has disrupted educational institutes across the world. Teachers and students are now forced to teach and study online for an unidentified period, which severely hampers the learning capacity as well the student’s intention toward entrepreneurship. This study compared the impact of traditional teaching and teaching through online management simulation games on student learning performance and further leads to entrepreneurial intention. To further understand the desirability of business simulation games, we used the technology acceptance model (TAM) and extended it by employing knowledge sharing, knowledge application, learnability, perceived pleasure, and self-efficacy as exogenous variables. For this purpose, time-lagged data were collected from 277 students enrolled in entrepreneurship courses in public sector universities. To deal with homogeneity and generalizability issues, students from different collaborative universities were asked to participate in the study. Structural equation modeling was employed for analysis, where the results depict that the students learning performance was enhanced after using simulation games compared to regular theoretical online lectures, which further encouraged them to be entrepreneurs. We also concluded that simulation games are novel and effective online teaching methodology for students during a time of crisis. The study concludes with its theoretical, practical implications, and directions for future researchers.

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Section: Knowledge Applicationmentioning

confidence: 99%

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

et al. 2021

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“…The literature lacks exploration of teaching presence from the educator's perspective, with most studies exploring the student's perspective. Most of the literature addressing how educators are prepared for teaching in blended and online learning environments is from primary and secondary education settings (Luo, Hibbard, Franklin, & Moore, 2017;Shepherd, Bolliger, Dousay, & Persichitte, 2016). Research has shown that teaching in blended and online learning environments requires different pedagogical approaches (theories, methods, and activities) than teaching face-to-face (Dereshiwsky, 2013;Sadera, O'Neil, & Gould, 2014) and is often more challenging (Allen & Seaman, 2013;Costello et al, 2014;Swan et al, 2008).…”

Section: Review Of Related Literaturementioning

confidence: 99%

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Gurley

2018

OLJ

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Teaching in blended and online learning environments requires different pedagogical approaches than teaching in face-to-face learning environments. How educators are prepared to teach potentially impacts the quality of instruction provided in blended and online learning courses. Teaching presence is essential to achieving student learning outcomes, yet previous research has focused on student perceptions of teaching presence. Therefore, the purpose of this mixed methods convergent parallel study was to explore educators’ preparation to teach, perceived teaching presence, and perceived teaching presence behaviors in blended and online learning environments. The study was designed to examine the differences in educators’ perceived teaching presence and preparation to teach in blended and online learning environments. An adapted Community of Inquiry Survey Instrument was used to measure faculty perceptions of teaching presence. Results indicated a statistically significant difference between perceived teaching presence of facilitation for faculty that completed certification courses in preparation to teach in blended and online learning environments, as compared to faculty that only received on-the-job training. Qualitative responses to corresponding interview questions supported the findings. The findings of this study provide information to university educators and administrators supporting the importance of faculty preparation specific to teaching in blended and online learning environments.

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“…A review of course development for an online instruction course at a rural university found that the participants had few prerequisite skills to complete the requirements for the course (Shepherd et al, 2016). The purpose of the course was to give instructors the opportunity to acquire the requisite skills to conduct online courses, a growing need in that rural state.…”

Section: Time To Learnmentioning

confidence: 99%

Teachers' Perceptions of Principals' Supportive Behavior during COVID-19

Campbell¹,

Harris²

2021

JEHD

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After the sudden shutdown of schools during the COVID-19 pandemic, schools were faced with providing online instruction for students. Some schools conducted teacher professional development and provided electronic devices to the students, while other districts lacked that capability. According to one study, schools that offered online learning during the pandemic provided a stable environment that reduced stress and uncertainty.Although there is a dearth of research about how to manage such a crisis, some parallels can be drawn from available information and applied to the current pandemic. The purpose of the present study was to determine what professional development and support were provided and how that impacted teachers' instructional delivery during the shutdown.In the present mixed methods study, public school teachers completed a Likert survey with an option for an open-ended comment after each question regarding teachers' perceptions of professional support from administration and perceptions of their own professional practice. Mean responses are displayed as descriptive statistics and sorted by geographic regions.

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Preparing Teachers for Online Instruction with a Graduate Certificate Program

Cited by 24 publications

References 4 publications

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

Understanding and Predicting Students’ Entrepreneurial Intention through Business Simulation Games: A Perspective of COVID-19

Educators' Preparation to Teach, Perceived Teaching Presence, and Perceived Teaching Presence Behaviors in Blended and Online Learning Environments

Teachers' Perceptions of Principals' Supportive Behavior during COVID-19

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