Year-end Sale % OFF 
Abstract
Effective online teaching and learning requires a carefully designed classroom that promotes student engagement with faculty, peers and course content. This research included an investigation of the importance of faculty–student communication and collaboration; student–student communication and collaboration; active learning techniques; prompt feedback; appropriate time for tasks; high performance expectations; and respect for diverse learning styles (preferences) (Chickering and Ehrmann 1996) to faculty in their online teaching and to alumni in their online learning. The participants were 14 college faculty and 111 alumni, from the same graduate program. A 45-item Likert survey and two open-ended questions were presented to the participants to explore the important factors contributing to their online teaching and learning. The results demonstrated that holding students to high standards of performance, academic honesty and professional conduct was the most important factor to both faculty in their online teaching and alumni in their online learning. Additionally, alumni valued engagement with their faculty more than engagement with other students or course content. Students need an online instructor who is organised and communicative in the online classroom, and faculty need a solidly designed online classroom, with engaged students who are timely in their work. An analysis of the findings with specific application to online teaching and learning is presented in this article.
Highlights
With online classes becoming increasingly popular, teaching–learning strategies must be carefully constructed to provide students with a quality learning experience and to compensate for the distance associated with space and time (Gallien and Oomen-Early 2008; Moore 1997)
Faculty should create a safe learning environment built on trust and communication (Mayne and Wu 2011), and a sense of social presence where students feel connected to their faculty, colleagues and the online classroom (Plante and Asselin 2014)
The Carnegie formula requires 1 h of instruction time for all levels, plus 2 h of out-of-class work for undergraduates and 3 h of out-of-class work for graduates in a 15-week term. This formula is adjusted for class length. This formula can be difficult to translate in the online classroom, and some schools have scrutinised and re-evaluated this formula for online teaching and learning (Silva 2013)
Summary
With online classes becoming increasingly popular, teaching–learning strategies must be carefully constructed to provide students with a quality learning experience and to compensate for the distance associated with space and time (Gallien and Oomen-Early 2008; Moore 1997). These strategies should encourage student-to-instructor, studentto-student and student-to-content engagements (Moore 1993). The online class should encourage students to explore and engage in content as a group of learners that include experiences in and out of the classroom (Pallof and Pratt 2007).
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
