Succeeding Alone and Together - University Students’ Perceptions of Caring Online Teaching

Uusiautti, Satu; Määttä, Kaarina; Leskisenoja, Eliisa Marjukka

doi:10.5296/jse.v7i2.11162

Cited by 17 publications

(22 citation statements)

References 35 publications

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“…Indeed, it seems plausible that effort, dedication, good job performance, and the development of the job and the individual's expertise are connected to the positive emotions aroused by enthusiasm (Mroz & Quinn, 2013;Sekerka, Vacharkulksemsuk, & Fredrickson, 2012). In other words, enthusiastic encounters with students and colleagues can engender positive emotions and again increase the likelihood of positive behaviors, such as positive and efficient development and increased work engagement Long & Woolfolk Hoy, 2006;Uusiautti, Määttä, & Leskisenoja, 2017).…”

Section: Teachers' Enthusiasm Serves As the Catalyst For Development mentioning

confidence: 99%

''The Force that Keeps you Going'': Enthusiasm in Vocational Education and Training (VET) Teachers' Work

Wenström

Uusiautti

Määttä

2018

IJRVET

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Context: Enthusiasm has been noted to increase productivity and quality at work. In teachers' work, this has a connection to student learning and motivation, as well as teaching quality. In the context of Finnish vocational education and training (VET), research on enthusiasm appears especially topical and relevant because of the ongoing wide reform with emphasis on productivity and efficiency.Approach: In this study, Finnish VET teachers' enthusiasm at work was studied qualitatively. Three research questions were set for this study: (1) How do VET teachers describe their enthusiasm?; (2) What factors strengthen their enthusiasm, according to their descriptions?; and (3) What factors weaken their enthusiasm, according to their descriptions? Altogether, 103 teachers who voluntarily participated in the study completed an online questionnaire on enthusiasm. The data were analyzed through qualitative content analysis.Findings: According to the results, the teachers who participated in the study were very interested in their work. They wanted to share how they experienced enthusiasm in their work. Their enthusiasm manifested as their willingness to develop their skills and expertise. It also showed in their dedication, good job performance, and positive feelings about their work. Student encounters, a positive atmosphere, and work interactions were the main sources of enthusiasm. Lack of resources, changes, cuts in the VET budget, and a lousy work atmosphere weakened enthusiasm. The Force that Keeps you Going 245Conclusions: The study found that enthusiasm manifested itself in ways that correspond well with the current VET productivity and efficiency goals. Because enthusiasm was strengthened especially when teachers were working with students, it seems important to ensure a supportive work environment for students also after the VET reform. Positive interactions, collegial support, and working together can help teachers to succeed and to maintain enthusiasm in their everyday work. According to the results of this study, supervisors may play a central role in facilitating teacher enthusiasm.

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Section: Teachers' Enthusiasm Serves As the Catalyst For Development mentioning

confidence: 99%

''The Force that Keeps you Going'': Enthusiasm in Vocational Education and Training (VET) Teachers' Work

Wenström

Uusiautti

Määttä

2018

IJRVET

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“…Education can show the way and become the major change agent toward profound sustainability thinking, which necessitates that the change agents have adopted positive and optimistic attitudes and behaviors. Thus, when we talk about the ASE, we do not talk about just "technological tricks" of providing education in flexible and sustainable manner but merely positive, caring pedagogy that directs the ways teachers and educators, including multi-professional collaborators, employ the various methods of teaching (see, e.g., [93]). Educational psychology thus directs attention to the positive development of students, their well-being, and the well-being of a whole education community.…”

Section: What Is the Role Of Educational Psychology In Ase?mentioning

confidence: 99%

Five Basic Cornerstones of Sustainability Education in the Arctic

et al. 2020

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The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed.

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“…The results obtained for the category of student-instructor interaction indicate that the instructors' role has to become that of a facilitator instead of him or her being a "sage on the stage." This, in turn, might increase students' sense of participation, enhance their interaction with the instructor and provide a feeling that the instructor really wants to involve students in meaningful learning (Uusiautti et al, 2017).…”

Section: Student-instructor Interactionmentioning

confidence: 99%

“…Student learning can be affected by the level of satisfaction with the learning experience (Kirtman, 2009;Uusiautti, Määttä & Leskisenoja, 2017;Young & Norgard, 2006). When students are satisfied with their experience of online learning, they are more likely to enroll in other online courses.…”

Section: Introductionmentioning

confidence: 99%

“…While the studies reviewed by the authors related to traditional face-to-face courses, the same factors and elements have been emphasized for the success and quality of online learning (Croxton, 2014;Dixson, 2010;Liaw & Huang, 2013;Rovai & Downey, 2010). Researchers have identified several factors that promote student satisfaction and motivation in online learning, including academic challenges and supportive learning activities (An, Kim & Kim, 2008;Chen, 2014;Lister, 2014;Tibi, 2015); timely and explanatory feedback (Britto & Rush, 2013;Sebastianelli, Swift & Tamimi, 2015;Wallace, 2003); regular interaction with the instructor (Lister, 2014;Roper, 2007;Uusiautti et al, 2017); and positive interactions with peers (Liaw & Huang, 2013;Lister, 2014;Wallace, 2003).…”

Section: Introductionmentioning

confidence: 99%

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Undergraduate Student Teachers’ Perceptions of the Quality of Online Courses

Tibi¹

2019

IJAEDU- International E-Journal of Advances in Education

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With the rapid growth of online instruction in teacher education colleges, the quality of online courses has become an important issue. The purpose of this study was to investigate Arab undergraduate students' perceptions of their learning experiences of fully asynchronous online courses at a teacher training college. The study sample comprised 103 Israeli Arab students, who were surveyed about the factors they perceived to be important to the quality of online learning. The questionnaire comprised items on four different aspects: course design, course content, interaction among students, and student-instructor interaction. The findings indicated that the learning experience was positive overall and the students were satisfied. They rated statements related to the importance of interacting with peers and with the instructor at a high level. On the other hand, the respondents rated the quality of interaction among peers and the quality of the collaborative learning activities provided for students in the online courses at a low level. Other findings revealed that the students preferred a consistent structure across all online courses delivered by the college. The findings of the current study constitute insights that might assist online instructors, instructional designers and college stakeholders to improve the quality of future online courses.

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Succeeding Alone and Together - University Students’ Perceptions of Caring Online Teaching

Cited by 17 publications

References 35 publications

''The Force that Keeps you Going'': Enthusiasm in Vocational Education and Training (VET) Teachers' Work

''The Force that Keeps you Going'': Enthusiasm in Vocational Education and Training (VET) Teachers' Work

Five Basic Cornerstones of Sustainability Education in the Arctic

Undergraduate Student Teachers’ Perceptions of the Quality of Online Courses

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