Effectiveness Of Online Teaching Research Articles

Relationships between Faculty Concerns Teaching Methods in Online Education and Technology Use in Teaching

This study underscores the critical need to address faculty concerns and provide adequate support to enhance the effectiveness of online teaching. Conducted with 300 teachers from Jiangsu Vocational College and Information in China, the research explored correlations between faculty concerns, teaching methods, and technology use. The following are the findings: Faculty concerns and Technology Use: The study identified a significant correlation between faculty teaching methods, their use of technology, and their stages of concern about online teaching. Understanding the concerns helps identify barriers to effective online teaching. This relationship underscores the importance of supporting faculty in their use of technology and teaching strategies to improve online education Student Behavior Issues: Faculty expressed concerns about student engagement, participation, and adherence to rules in online learning environment highlighting the need for strategies to address these issues. Technology Utilization. The most frequently used technology used by teachers, was the web for sharing digital files, suggesting that teachers are creating a conducive online environment for their students. Teachers who ensure a positive online learning environment through effective use of technology and adaptable teaching methods significantly enhance the quality of online education . Addressing faculty concerns and fostering supportive teaching practices are essential to maximize the potential online learning platform

STEM Teacher Candidates’ Preparation for Online Teaching: Promoting Technological and Pedagogical Knowledge

Emergency remote teaching during the COVID-19 pandemic has shed light on pedagogical challenges that require the immediate attention of teacher education programs. This paper focuses on teacher candidates’ preparation to teach online in a STEM curriculum and pedagogy course in a teacher education program at a Canadian university. The authors present a two-phase study of two cohorts of teacher candidates enrolled in this course and explore 1) their perceptions of the dynamics and effectiveness of online teaching as a teaching modality, and 2) the impact of the course on their technological and pedagogical skills necessary for online teaching. Quantitative and qualitative data were collected through pre- and post-surveys administered online at the beginning and end of the course. Findings suggest that teacher candidates’ engagement with course content resulted in a notable improvement in their views toward online teaching as a teaching modality, pedagogical approaches, and personal abilities utilizing innovative online teaching strategies. This research emphasizes the necessity for comprehensive training programs that enhance teacher candidates’ technological competencies while simultaneously refining their pedagogical methodologies for online settings. Implications for teacher education research and practice are discussed.

A Blended Learning Course to Support Innovative Online Teaching in Higher Education

ABSTRACTThis paper addresses the challenge of improving the effectiveness and innovativeness of online teaching in higher education. It presents a blended learning course designed for faculty development and discusses the findings of surveying the opinions of participants. The course integrates synchronous sessions with digital learning tools and platforms to equip educators with essential skills for online teaching. A mixed‐methods design has been applied for evaluating the educational activity, incorporating both qualitative and quantitative data collection. The course had a completion rate of 91.13%. The opinions of 72 higher education members have been surveyed, and the findings revealed that the blended learning course enhanced instructors' ability to design and deliver online content that is both pedagogically sound and engaging. The necessity for such learning activities is strongly emphasised. The paper concludes by discussing the implications for future course design and faculty development programs in higher education.

Satisfaction, effectiveness, and interaction of online teaching of community course among medical students of Al-Qunfudhah college of Medicine, Saudi Arabia.

Satisfaction, effectiveness, and interaction of online teaching of community course among medical students of Al-Qunfudhah college of Medicine, Saudi Arabia.

The Impact of Online Teaching on Job Satisfaction and Performance of Panskura Banamali College (Autonomous) Teachers as a Representative Sample College in West Bengal

A global trend toward online learning has been observed in educational institutions, especially those in West Bengal, since the start of the COVID-19 epidemic. Even though online learning has been there for a while, the epidemic has hastened its uptake, making it an essential part of the educational environment. Similar to numerous other institutions, West Bengal colleges were forced to swiftly shift to online educational environments, which required modifications to staff training and pedagogical approaches. Responses to the introduction of online instruction in West Bengali colleges have been mixed. Some educators welcomed the chance to experiment with cutting-edge teaching techniques and new technologies, but others found adjusting to this new training style extremely difficult. These difficulties may affect teacher satisfaction and general performance because of restricted access to technology, poor infrastructure, and a lack of training. This study delves into the experiences and attitudes of college teachers in West Bengal towards online teaching, exploring its impact on their job satisfaction and performance. It examines the challenges and opportunities associated with online instruction, focusing on the unique context of higher education in West Bengal. This document presents a comprehensive analysis of the factors influencing teacher satisfaction, identifies potential strategies for improvement, and offers recommendations for policymakers and administrators to enhance the effectiveness of online teaching in West Bengal's colleges.

Perception and Social Impact of Blackboard-Based Online Learning in a Psychology Course: Al-Qunfudhah Medical Students' Opinion.

Online learning was considered a novel method of teaching that affects university lifestyle and health. This study focused on online perception of Al-Qunfudhah medical students during psychology course learning and the effect of online teaching on social life. Fifth-year students participated in an online psychology course. The online questionnaire consisted of 15 questions: three for demographic distribution, seven to assess online perception, and five to measure the effect of online teaching on students' social health. Questionnaire validity was checked by a preliminary pilot study, and Cronbach's alphawas used to assess internal consistency.A p-value less than 0.05 was considered significant. Seventy-five (83.3%) students participated in the study: 48 (64%) female and 27 (36%) male. Fifty-eight (77.3%) medical students documented a good perception of online learning of a psychology undergraduate course, whereas 17 (22.7%) had a poor perception. Additionally, 29 (78.4%)female students reported online teaching had a significant effect on their social and psychological health (p < 0.010), whereas eight (21.6%) male students showed that online teaching does not affect their social life. Al-Qunfudhah medical students, both men and women, highly participated in the psychology course online learning; however, female students were socially and psychologically affected by online learning more than male students.

The impact of online interaction and information technology accessibility on academic engagement among international undergraduate students in Chinese universities: The mediating effect of learning interest

Academic engagement was recognized as a crucial predictor to measure the effectiveness of online teaching of international students. Therefore, this study established a mediating model to explore the mechanism underlying of interaction and information technology accessibility on academic engagement of international students, as well as the impact of learning interest on these mechanisms with the context of online teaching. Using a stratified random sampling method, 1895 international students from 32 Chinese universities were selected. These international students had completed the academic engagement scale, interaction scale, information technology accessibility scale, and learning interest scale. The study variables were analyzed in sequence for reliability and validity, common method biases test, correlation analysis, structural equation model testing, and bias-corrected percentile Bootstrap testing. The results revealed that online interaction positively affected the academic engagement of international students in Chinese universities (β= 0.35, p < 0.001), and learning interest played a partial mediating role between online interaction and academic engagement (indirect effect = 0.10, 95 % Boot CI = [0.06, 0.13], p < 0.001). Information technology accessibility did not have a direct impact on academic engagement (β= 0.06, p > 0.05); but learning interest played a complete mediating role between information technology accessibility and academic engagement (indirect effect = 0.09, 95 % Boot CI = [0.05, 0.11], p < 0.001). The results of Bootstrap showed that the mediating effects within the model were significant. The findings of this study explored the potential mechanism underlying the online academic engagement of international students in Chinese universities, and provided empirical evidence for universities and educators to implement differentiated learning support, assist international students in adapting to online learning styles, and stimulate the endogenous motivation of students' learning.

Research on the Construction and Application of Online Teaching Course Resources in Higher Vocational Colleges

The problems such as quality deviation and insufficient application of various resources of online courses in higher vocational colleges seriously restrict the improvement of teaching quality and affect the implementation effect of online teaching. From the four aspects of course resource design, course resource development path, online teaching application mode, application evaluation mechanism construction, this paper puts forward effective methods and application measures, which provide strong support for higher vocational colleges to build high-quality online course resources and implement high-quality online teaching.

Embracing imperfections: a predictive analysis of factors alleviating adult learners’ digital learning stress on Singapore’s lifelong learning journey

ABSTRACT This research paper examines the intersection of self-determination theory and its constructs of autonomy, competence and relatedness with the effects of learning support levers available to online educators. The learning support levers of social, technical and financial support are considered against their ability to impact online learning satisfaction and overall digital well-being. In surveying 246 adult learners, the research analysis uses structural equation modelling to yield results that highlight the opportunity for suitably planned social and technical support design to enhance the effectiveness of online teaching and learning. The overall findings add to understanding in the domain of digital learning effectiveness and possible strategies for improving online teaching and learning instructional design, including the surrounding environmental support variables. The paper further highlights the benefits of a cross domain approach to exploring learning effectiveness goals in a digital context. Given the increased prevalence of online education, the methodology and resultant findings of this paper are novel, reflecting the lack of research in the digital learning domain.

Faculty Online Teaching Effectiveness Scale (FOTES): Instrument development and content validation

This study aimed to develop and psychometrically test the Faculty Online Teaching Effectiveness Scale (FOTES) based upon both student and faculty perspectives of online teaching and learning in higher education. Online teaching effectiveness is a crucial component of quality education, but it has not been well-defined conceptually, and few studies have been conducted, using relevant domains, to accurately measure online teaching effectiveness. The impact of online course delivery on teaching effectiveness remains unclear. An exploratory sequential mixed methods design was employed with three phases of instrument development and psychometric testing. The FOTES comprises 50 items in seven domains: teaching philosophy, self-efficacy, relationships, course content, learning activities, teaching practices, and satisfaction. The instrument underwent initial testing, yielding positive expert appraisals with good-excellent psychometrics. All domains of the scale were significantly correlated, except for teaching philosophy. The preliminary results of the FOTES provide the empirical evidence to advance additional psychometric validation. This newly developed instrument has the potential to enhance faculty capacity and skill in self-evaluating their teaching effectiveness in online courses, providing a valid and reliable measure. The resulting instrument is poised to promote outcome evaluation and strengthen teaching and learning processes.

"It's not just teaching for the sake of teaching anymore": a quality improvement project for online instruction in a hospital library.

Medical libraries had to swiftly change how instruction services were provided in response to the COVID-19 pandemic. This article describes a Quality Improvement (QI) project to assess one hospital library's move to virtual instructional services. Information was gathered via a survey to Canadian hospital library workers and a focus group with internal staff with instructional responsibilities. Moving to online instruction increased audience attendance and garnered positive feedback, however library instructors report experiencing uncertainty about quality and effectiveness of online instruction. The article concludes with a description of planned actions to improve online instructional services in an urban research and teaching hospital library environment.

Lessons learned from the COVID-19 pandemic: a practical guide for designing synchronous online teaching in higher education

PurposeThis paper aims to present a practical guide for designing effective synchronous online teaching to support student engagement.Design/methodology/approachThis practical guide was developed by drawing insights from literature and our own practical experiences.FindingsThis paper developed BEST principles (i.e., Building positive relationships, Engage through interactions, Scaffold collaborative learning, and Timely feedback) as a practical framework for guiding the design of synchronous online teaching. This paper also discussed the pedagogical roles digital tools can play in supporting online teaching and the various design considerations.Practical implicationsThis guide can serve multiple purposes: a practical framework for guiding the design of online teaching, a reflective instrument to evaluate the effectiveness of online teaching, and a resource for teacher professional development training in online teaching. It also has implications for the design of learning in other modalities (e.g. face-to-face and hybrid learning).Originality/valueWhile some prior research has put forth principles and instructional strategies for designing online teaching, they tend to be more conceptual, and few have integrated principles with empirical evidence and technological solutions. This paper creates a comprehensive guide that integrates learning principles, technology and design considerations for effective online teaching.

Practices and Effectiveness of Online Teaching of English in Bangladeshi Universities: Implications for a Revised TPACK

This paper reports an empirical study on the practice and effectiveness of online EFL teaching during COVID-19. Teachers had to shift to an online mode of teaching very suddenly with no previous experience and without much preparation. Their practices and effectiveness were investigated using the Technological Pedagogical and Content Knowledge (TPACK) theoretical model as the framework. A mixed method research design was planned and carried out in Bangladeshi universities using a web-based survey and in-depth interviews. Data from 50 university English teachers highlight the need for a student-oriented perspective in teacher education and the creation of online teaching-based teacher development programmes (TDP) to enhance students’ experiential learning in online platforms, in line with the ‘learning technology by design’ approach. More importantly, the element of “Context” (XK) and “Classroom Management Knowledge” (CMK) have emerged as important ‘new’ tenets of TPACK. Hence, a revised version of TPACK is suggested. Further research and discussions are advocated before it could be established and propagated as an acceptable version of TPACK.

Language Learning Outcomes in on Ground Vs. Online Settings: Comparison and Correlation

ABSTRACT While the effectiveness of online instruction has been well established, there remains a limited understanding of the correlation between language skills and performance across various instructional sections. This study investigates the language proficiency outcomes of college students in online and on-ground language instruction, focusing on four essential language skills: Reading, Writing, Listening, and Speaking. Data were collected from students enrolled in third-semester language courses in French, German, Italian, and Spanish during the Spring semesters of 2019 and 2021 with on-ground and online instruction respectively in a public university in the United States. Descriptive statistics, the Kruskal-Wallis test, and pairwise correlation analysis were used to analyze the students’ performance in both modalities. The results indicate that students generally outperformed in the online modality, demonstrating a significantly higher positive correlation range compared to on-ground instruction. This finding suggests that multi-modality language instruction has the potential to foster more integrated and cohesive language proficiency development. The implications firstly show the positive correlation range in the online modality indicates that college instructors may be more capable of implementing effective online teaching methods due to various reasons. Secondly, college students’ potential for self-directed learning in the online setting may contribute to their enhanced outcomes. However, the study also reveals challenges for less taught languages, such as the need for additional support in terms of resource curation and networking opportunities for instructors.

Enhancing Online Teaching Effectiveness Through Computer Vision Analysis of Teacher Expressions and Gestures in Educational Videos

Enhancing Online Teaching Effectiveness Through Computer Vision Analysis of Teacher Expressions and Gestures in Educational Videos

The Effect of Online Education in Pandemic Process on the Professional Self-efficacy of Senior Nursing Students: A Cross-Sectional Study

Objective: Unexpected extraordinary situations, which has affected the whole world, can negatively affect education as in all areas of life, and nursing education and clinical practices have also been affected. This study aimed to determine the opinions of the newly graduated nursing senior students about the online nursing education applied during the pandemic and their professional self-efficacy. Methods: This descriptive study was conducted in May - June 2021 with 188 senior nursing students from 2 State and 2 Private Universities. Data were collected online and with Descriptive Information Form and Nursing Profession Self-Efficacy Scale (NPSES). Results: 85.1% of the students were not satisfied with their theoretical and practical education during the pandemic process, 81.4% of them thought that online education had a negative effect on vocational education. Only 29.3% of the students considered themselves professionally competent. The studentsʼ mean scores on NPSES, which includes items regarding the ethical values of the nursing profession, were at a good level (68.47±8.32). The studentsʼ access to technological equipment for online education was significantly related to their scores in theoretical and applied training, their level of preparedness for their future profession, and their perception of professional competence. Additionally, there was a strong correlation between studentsʼ readiness for their profession and their perception of professional competence (P&lt;0.01). Conclusion: Students are dissatisfied with online education. They believe that it has a negative impact on their vocational education, theoretical and practical training, professional competence, and readiness for the profession. However, their self-efficacy in terms of upholding the ethical values of the nursing profession is at a good level.

Methods of Improving and Optimizing English Education Level in Higher Vocational Colleges Under the Background of Big Data

At present, the English skills of Chinese university graduates cannot meet the needs of social development. Therefore, in recent years, the reform of college English teaching has received unprecedented attention. This article proposes methods for improving vocational English education in the context of big data, including teacher development, curriculum design, teaching modes, teaching resources, and learning evaluation. It also explores and analyzes new models and means of vocational English teaching that are conducive to big data analysis. We adopted a blended learning model that combines large-scale online open courses and SPOC to reform traditional English teaching methods and plans, and studied the teaching effectiveness and feasibility of the blended learning model. The results indicate that it can improve the online course experience and teaching effectiveness. This study promotes the modernization and reform of vocational English education, which helps to enhance students' independent English learning ability and practical work ability.

Readiness to Continue Online Learning Post Covid-19 Among Students of Politeknik Jeli Kelantan

The Covid-19 pandemic has prompted the Ministry of Education to transition entirely to online learning method. All schools and higher education institutions are no exception in embracing this shift. However, the drastic change, executed without adequate preparation, has led to numerous challenges and setbacks, resulting in a decline in student performance. Consequently, once the movement control order was fully lifted, the ministry promptly reverted to traditional face-to-face learning method completely. Polytechnics followed suit, mirroring this approach. Despite the problems and complaints that surfaced, dismissing the role of virtual technology in education is unjustified, given the considerable effort and preparation invested to improve the online learning effectiveness during the Covid-19 pandemic. Hence, this study was conducted to assess students' readiness to continue online learning post-Covid-19. A total of 293 students from Politeknik Jeli Kelantan participated as respondents, and the collected data was statistically analyzed using SPSS V22 software. The study's findings revealed that majority of respondents expressed a strong willingness and motivation to engage in online teaching and learning sessions. Moreover, these respondents exhibited confidence in the potential and effectiveness of online teaching and learning methods. These research findings are anticipated to assist relevant parties involved, particularly educators and educational institutions, in formulating comprehensive teaching modules and policies that integrate both face-to-face and online learning methods seamlessly.

The Effect of Online Education on Children’s Socialization Processes During the Pandemic Period: A Communication- Based Research on First Grade Primary School Students

Isolated life emerged at a time when society was not ready during the 2020 pandemic (Covid-19) period. During this period, the structure of society, which has undergone significant social changes, has been transformed. It has been vital to adapt rapidly to the social isolation and distance from outside life within this new social structure. Digital technology is also a factor that changed the lives of students at school. The scope of this research includes 3rd-grade students in primary schools in three major cities of Türkiye: İstanbul, Ankara, and İzmir. This research aims to gather information about the social changes and social anxiety of the students during social isolation by analyzing the responses to scale questions used as a data collection tool, under the observation of parents and classroom teachers. The research design incorporates both quantitative and qualitative methodologies. The data collection tools used in this study are the Social- Emotional and Character Development Scale in the survey research, the Social Anxiety Scale for Children, and a personal information form prepared by the researchers. Results are augmented with semi-structured interviews. Data analysis is conducted using the SPSS 22.0 statistical software package. The results obtained indicate that students experience social anxiety as a result of isolation. It is observed that during the Covid-19 pandemic period, social isolation affected 1st-grade students in the 2020-2021 academic year. The findings suggest that as the level of social anxiety and social change increase, there is a decrease in social, emotional, and moral development.

Accessibility and Effectiveness of Online Learning in China's Vocational Education System: A Comparative Study between Urban and Rural Areas

The rapid expansion of online learning in China has revealed significant disparities between rural and urban vocational students, necessitating a thorough investigation. This study explores the accessibility and effectiveness of online education in both urban and rural settings, focusing on key dimensions like internet availability, device readiness, digital literacy, infrastructure support, LMS adoption, feedback methods, student engagement, and satisfaction. Data was collected from 314 participants, and statistical techniques including the Mann–Whitney U test and Pearson correlation were employed for analysis. The study delved into six crucial areas related to online learning accessibility and academic performance, utilizing Principal Component Analysis (PCA) to understand complex interrelationships among variables. The findings indicated that rural students consistently scored lower in all aspects of online learning accessibility (p &lt; 0.01) compared to urban counterparts. Moreover, rural vocational learners exhibited lower engagement and satisfaction levels in online education, resulting in lower academic achievement than their urban peers. The strong correlations among these parameters highlight the need for integrated interventions to bridge the digital divide. In conclusion, this study underscores the urgency of targeted interventions to address the digital divide between urban and rural areas in China.