Effective Online Teaching Research Articles

Building the Plane as We Fly It: Experimenting with GenAI for Scholarly Writing

Due to the COVID-19 pandemic that forced universities to shift to online learning, the need for proper training and support for faculty to ensure effective online teaching and positive student outcomes has resurfaced and gathered momentum. This paper experimented with a GenAI tool (Perplexity) toward generating content on the effects of a lack of online teacher training on teaching, cognitive, and social presence in online university courses, specifically discussing how each presence is affected according to the Community of Inquiry extant literature. The authors’ reflection on the adopted process and GenAI content yielded mixed results and proposed future strategies for improved outcomes of similar research endeavors. Implications for education stakeholders and the field at large were discussed culminating in a shared perception of the value of Critical AI Literacy skill development while thoughtfully leveraging the vast capabilities of GenAI to bring about a profound transformation of teaching, learning, and scholarship.

Student Profiling for Online Learning During Covid-19: A Systematic Review

The Covid-19 epidemic has spurred significant changes in learning paradigms in several countries, including Malaysia. Particularly, the Malaysian government's Movement Control Order (MCO) forced both students and teachers to turn to online learning. It is true that its adoption is rife with fresh difficulties, including network coverage, device appropriateness, and socio-economic status of students, and digital competency, which makes teaching and learning at home incredibly difficult. Since students have a variety of learning needs, abilities, skills, and goals, it is crucial to develop learner profiles that can aid in the development of appropriate online learning approaches in order to address such issues. A systematic review of the most recent literature was conducted using three major databases: Scopus, ERIC, and Mendeley, as was envisioned in this context. The review helped identify 23 relevant publications that were then subjected to a thematic analysis, which helped reveal three (3) key themes for online learning: online platform, learner profile, and learning experience. It might be argued that understanding these thematic elements can assist teaching professionals in creating and putting into practice efficient online learning strategies for students of all educational levels. The results of this study emphasize the value of adopting student or learner profiles as a guideline to assist teaching practitioners in developing and implementing effective online teaching practices, which can ultimately make online learning sustainable long after the Covid-19 outbreak has passed.

Customized Education Artificial Intelligence's Role In Tailored E-Learning.

This research is driven by the immense potential of personalized e-learning systems to address the challenges of effective online education delivery. It focuses on proposing an efficient architectural framework for personalized e-learning systems, exploring various techniques and challenges and offering innovative solutions. The paper conducts a thorough review of current state-of-the-art methodologies in implementing personalized e-learning systems, along with discussions on the crucial requirements and challenges for successful deployment. Furthermore, it presents an efficient framework for building effective e-learning systems, while also discussing mechanisms, challenges and future research directions that the research community can consider. The subsequent sections of this paper provide a detailed exploration of the research, followed by a proposal for a personalized learning system, and insights into important issues for the community to address. The paper concludes by summarizing its findings and contributions.

An analysis of parental involvement during Zoom-mediated heritage language instruction

Linguistic diversity has been increasing rapidly in Australian and New Zealand societies, and according to the most recent census (ABS, 2022) more than one in five Australian households speak a language other than English. Fostering bilingualism is important at all levels of education because it plays a crucial role in identity development (Caldas, 2006) and enhances academic performance (Han, 2012; Lindholm-Leary, 2016; Yurtsever et al., 2023). The home environment is obviously crucial for bilingual development (Mak et al., 2023) but broader community engagement is also needed. With heritage language communities often distributed broadly across contexts such as Australia and New Zealand, technology mediated language learning approaches (e.g., Zoom) hold strong potential in systematic efforts to promote bilingualism. A key element of effective online education is the quality of involvement of stakeholders, and in the case of online heritage language education involving young learners, parental involvement is crucial (El Nokali et al., 2010; Yang et al., 2023). To date, however, the involvement of parents in online heritage language education has not been adequately researched. The current research analyzes the parental involvement of six parent-child dyads during six Zoom-mediated lessons of Farsi as a heritage language. The aim of the research is to systematically describe the way parents interact with their children during these Zoom-mediated lessons and to establish a preliminary taxonomy of these behaviors. Such taxonomies can then be applied as a reference point for longer-term efforts to enhance parent involvement in online heritage language learning programs. The primary data source was the recorded screen videos of six parent-child dyads for six 45-minute online Farsi lessons. Learners’ work samples and parent interviews were also collected as additional data sources. The qualitative study employed various techniques to ensure rigor and reliability such as constant comparison, coding schemes and thematic analysis. These techniques helped researchers to identify recurring categories of parental involvement evident during the entirety of the online lessons. Analysis entailed enumeration and description of the type, frequency and duration of the various parental involvement behaviors that were evident in the videos. Behaviors included binary types, such as physical presence or absence and on-screen facial presence or absence. A range of more complex verbal and nonverbal behaviors were also salient in the data: nodding, gesturing, gaze orientation, screen pointing, reorienting learning materials and devices and so on. Different parents demonstrated varied levels of interaction with three main stakeholders: the facilitator, other parents and the learners. Differences in behaviors evident among the parents enabled a categorization of those who exhibited low, moderate or high levels of involvement with the online lessons. Through analysis of the results and the literature we suggest a preliminary taxonomy of parent involvement behaviors that occurred during online language learning. This model provides a useful reference point for future research, at all levels of education, that seeks to understand the dynamics of stakeholder involvement in complex online learning environments.

DIGITAL TRANSFORMATION IN MASTER’S PROGRAMS

The Covid-19 pandemic has accelerated the need for successful digital transformation in master's programs, particularly in the realm of e-learning. This article explores the importance of a needs-centered approach in navigating this transformational journey amidst the challenges posed by the pandemic. By understanding and addressing the evolving needs of students in a remote learning environment, educational institutions can effectively leverage digital technologies to deliver high-quality education. The article presents a comprehensive framework for digital transformation, emphasizing the evaluation of student needs and objectives as the starting point. Strategic planning, resource allocation, and timeline development are crucial for the seamless integration of digital tools into the curriculum, taking into account the unique challenges imposed by the pandemic. Faculty and staff training and development play a pivotal role in equipping educators with the skills necessary to facilitate effective online instruction. The adoption of suitable technologies and platforms is explored within the context of e-learning, considering factors such as scalability, security, and user experience. The needs-centered approach highlights the importance of personalized learning experiences to cater to individual student requirements, ensuring engagement and achievement in the virtual classroom. Continuous monitoring, evaluation, and improvement are paramount during the digital transformation process, particularly in the context of the pandemic. Gathering feedback from students and educators allows institutions to adapt and refine their digital initiatives to optimize learning outcomes. Effective change management strategies, including clear communication, robust support systems, and stakeholder engagement, help navigate the challenges presented by the sudden shift to remote learning. In conclusion, a needs-centered approach is crucial for successful digital transformation in master's programs, especially in the face of the covid-19 pandemic. By prioritizing student needs, aligning strategies with remote learning requirements, and leveraging digital tools effectively, educational institutions can ensure the continuity and quality of education. This article provides insights and guidance for institutions seeking to navigate the digital transformation journey in the context of Covid-19, empowering them to deliver exceptional e-learning experiences and prepare students for the future of education.

Digital Teacher Education for a Better Future: Recommendations for Teacher Preparation for an Online Environment

In light of current or future pandemics, natural disasters, war, or personal preferences, remote or online learning is becoming increasingly common. This reality means that teachers need to be equipped with the skills necessary to effectively teach online. In this paper the authors highlight the importance of preparing teachers with effective online teaching skills and knowledge, and suggest two areas for improvement: (1) research support for scholars to build a knowledge base to better understand effective online teaching, and (2) changes to teacher preparation programs to better equip teachers for this changing reality. Before presenting these recommendations, a brief discussion of the state of K-12 online learning globally, as well as the limitations of existing teacher education, prior to the COVID-19 pandemic is provided.

Investigation Effect of Online Learning and Propose an Improved Online Education Process in Bangladesh Perspective

Conventional school learning is no longer relevant during the pandemic. Internet and distance learning, generally known as online education, play a vital role in the education system. However, there are many drawbacks to online learning. This study investigates the effects of online learning on Bangladeshi students. Data is collected through surveys and interviews. This study found various serious issues regarding online education, affecting the quality of the Education System. Considering these issues, this work investigates the effect of online learning and proposes an effective online education process to enhance educational institution success. However, one significant and indispensable part of society that innovations and discoveries have also tapped is the concept of online education. By investigating limitations, we hope this study may support teachers and decision-makers in Bangladesh to make well-informed decisions to facilitate the transition to distance learning and develop preparedness plans for future pandemics.

Evaluating the Effectiveness of Online Learning in Private College Education

As online learning has become more popular in private colleges, its usefulness has been debated. This study discusses private college online learning efficiency evaluation factors and methods. Online learning has grown in popularity, allowing students flexibility and accessibility while also bringing new difficulties and opportunities for private colleges. Its efficacy must be assessed across student results, engagement, institutional resources, and teaching techniques. Online learning evaluation requires measuring student results. Online versus face-to-face learning can be contrasted by course completion, grade, and retention rates. Assessing whether online learners obtain the same learning outcomes as traditional students is crucial. Student performance and learning gains studies illuminate online learning's efficacy. Another important factor is student engagement. Online learning is flexible but difficult to interest students. Online students' participation in discussions, peer collaboration, and course materials must be assessed. New digital technologies and learning analytics can analyze and improve engagement. Online learning should also be assessed for its impact on teaching. Effective online instruction requires faculty training and support. This examination examines how educators use technology, modify their teaching approaches, and support online students. Online learning in private colleges works beyond academics. Institutions must evaluate financial and resource impacts. Online program infrastructure, course development, and maintenance should be assessed for cost-effectiveness. Assessing online products' scalability and impact on private universities' finances is crucial. Consider students, professors, and administrators' perspectives. Surveys, interviews, and focus groups can reveal these groups' perspectives and satisfaction, revealing non-academic efficacy. The main aim of the study is to examine the effectiveness of online learning in private college education.

Practical tips for a fast and successful transition to an online curriculum

The COVID-19 pandemic and the following lockdown forced educational institutions to transform their face-to-face curriculum into an online programme in a matter of weeks. In this article, we present 12 tips for a successful transition based on the challenges that we faced in the Bachelor of Medicine at Amsterdam Medical Centre. These tips are divided in four main themes: infrastructure, faculty development, student engagement, and teaching activities. The Community of Inquiry model is used as backbone in all tips, since teaching presence, social presence, and cognitive presence are essential factors in effective online education. These tips can be useful for everyone who wants to implement online education in their curriculum, whether borne out of necessity or by design.

A contextual approach for exploring faculty readiness to teach online

Effective online teaching and learning requires readiness of all stakeholders, students, faculty, and administrators while considering contextual factors that influence the design and delivery of online learning. The purpose of this study is to explore how ready for online teaching faculty are in a Lebanese higher education context and to investigate readiness factors that impact their online teaching. It also aims at identifying any significant differences in readiness based on gender, years of teaching experience and discipline. A survey was developed based on a review of the literature and existing surveys that address readiness factors for online teaching. The survey was administered in Spring 2020, and 210 faculty at a private higher education institution completed the survey. Exploratory Factor Analysis (EFA), Multivariate Analysis of Variance (MANOVA) and descriptive statistics were conducted. The EFA resulted in 5 factors associated with faculty readiness to teach online, namely technology access and skills, course design, online pedagogy, attitude, and institutional support. Descriptive statistics revealed that faculty have the minimum required technology skills to teach online, yet they are faced with technical challenges associated with the context and the need for institutional support. MANOVA tests revealed a statistically significant difference between female faculty members who are readier in terms of course design and attitude than their counterpart males, a statistically significant difference in terms of course design for faculty who have more years of teaching experience. As for discipline specific readiness, majors that are focused on art and design revealed to be less ready for online teaching. This study implies the need for a more robust infrastructure to expand the delivery of online learning in Lebanon and the need for professional development for faculty to create pedagogically and technically enhanced online courses.

E-learning for Undergraduate Students Amid The Pandemic: Teachers' Perspective

Abstract :The COVID-19 induced lockdown caused significant disruptions in the education sector, leading to prolonged closure of colleges in India and worldwide. As a result, teachers were forced to switch to online teaching using the available resources, which presented a major challenge since they were accustomed to traditional teaching methods. This study aimed to understand the teachers' perspective towards e-learning, including their motivation, knowledge about technology, infrastructure support, and the problems they faced while teaching undergraduate students. We conducted a quantitative analysis on primary data collected from a sample of 163 teachers from the University of Delhi and other institutes in North India. We used exploratory factor analysis and two-step cluster analysis to analyze the data. Three factors were identified to have a bearing on an effective online teaching process: infrastructure support provided by the institute and overall efficiency; overall resource availability, and onlinecontent management. Our cluster analysis revealed that teachers can be divided into two clusters based on their technical knowledge and the infrastructure support available from the institute, respectively. We found that for e-learning to be effective, institutional support in terms of infrastructure and training is necessary, and instructors' motivation to learn new techniques is also imperative. Keywords : e-learning, education, blended learning, teacher's perspective, online teaching

"Effective Strategies for Teaching Online: Lessons Learned from the COVID-19 Pandemic"

Globally, due to the COVID-19 pandemic, higher education institutions have predominantly shifted to online instruction. This sudden transition presented significant challenges, as teachers had to swiftly adapt to new technologies and methodologies to ensure effective teaching and learning. This research investigates how teachers addressed the pandemic and identify effective strategies for online instruction. The research employed qualitative methods, conducting interviews with twenty teachers from various higher education institutions to collect data. Through thematic analysis of the gathered data, the findings emphasize the importance of combining pedagogical approaches, technological resources, and supportive institutional frameworks for successful online education. Teachers need to demonstrate adaptability, creativity, and attentiveness to students' needs to achieve positive outcomes. Drawing from the research's findings, recommendations are provided for teachers and higher education institutions to enhance online teaching practices both during and beyond the pandemic. This research contributes to the existing body of literature by sharing insights into effective online instruction during COVID-19 and proposing measures to elevate the quality of online education.

How does the COVID-19 pandemic influence students’ academic activities? An explorative study in a public university in Bangladesh

The global impact of the novel coronavirus (COVID-19) has spared no sector, causing significant socioeconomic, demographic, and particularly noteworthy educational repercussions. Among the areas significantly affected, the education systems worldwide have experienced profound changes, especially in countries like Bangladesh. In this context, numerous educational institutions in Bangladesh decided to temporarily suspend classes in situations where a higher risk of infection was perceived. Nevertheless, the tertiary education sector, including public universities, encountered substantial challenges when establishing and maintaining effective online education systems. This research uses a qualitative approach to explore the ways in which the COVID-19 pandemic has influenced the academic pursuits of students enrolled in public universities in Bangladesh. The study involved the participation of 30 students from a public university, who were interviewed in-depth using semi-structured interviews. Data analysis was conducted using thematic analysis. The findings of this study reveal unforeseen disruptions in students’ learning processes (e.g., the closure of libraries, seminars, and dormitories, and the postponement of academic and administrative activities), highlighting the complications associated with online education, particularly the limitations it presents for practical and laboratory-based learning. Additionally, a decline in both energy levels and study hours has been observed, along with an array of physical, mental, and financial challenges that directly correlate with educational activities. These outcomes emphasize the need for a hybrid academic approach within tertiary educational institutions in Bangladesh and other developing nations facing similar sociocultural and socioeconomic contexts.

Learning through the eyes of another

Over the past decade, rapid technological advancements and budget constraints have increased the de­mand for online education (Martin et al., 2020). Furthermore, the COVID-19 pandemic has vastly ac­cele­ra­ted this trend, compelling almost all education providers to migrate their courses to online learning platforms (Theelen & Van Breukelen, 2022). In view of other profound crises that affect mobility, such as climate change, political instabilities and future pandemics, it is safe to assume that online learning will remain in demand, even in a post-pandemic world ) (Bayne et al., 2020). In this context, while educational research has made significant progress in establishing design principles that ensure effective online teaching and learning, the main focus of this scholarly work is on the acquisition of declarative knowledge and cognitive skills. Moreover, since very little is known about the online teaching and distance learning of psychomotor skills (Kouhia et al., 2021; Lehtiniemi et al., 2023), this paper and exhibition explore how eye-tracking technology (ETT) creates unique opportunities to improve craft education in hybrid and distant learning settings.

Role of Factors and Actors for Effective Online Education

The purpose of the study is to demonstrate the impacts of actors, such as teachers, administration, and classmates, as well as factors including website/apps/systems and supporting issues, on the dependent variable, which is the successful implementation of online education. Primary data was collected from 203 respondents using a questionnaire with 30 items divided into six constructs. Structural equation modeling using SmartPLS was applied to determine the effects of actors and factors on successful online education. The findings reveal that Website/Apps/Online System and Supporting Tools and Issues have a positive and significant impact on the Role of Teacher (RT), Role of Administration, and Role of Classmates (RC), respectively. Additionally, the RT and RC positively and significantly influence Satisfaction or Intention to continue online education. The study's originality lies in the identification of three mediation effects through structural equation modeling, which is novel within the similar category of studies.

Effects of E-Learning on Colleges of Education Tutors: A Case Study on Nusrat Jahan Ahmadiyya College of Education and Mccoy College of Education

E-Learning is an electronic technology to access any educational format curriculum in Ghana or any part of the world outside of a physical or traditional classroom. Official Public Service Announcement on Coronavirus from the World Health Organization (WHO) has led to the improvement of our educational system in the whole wide world and Ghana as a country. In an attempt to contain and control the spread of the virus, the President instituted social distancing protocols and directed the closure of schools on the 16th of March 2020. To ensure the continuity of teaching and learning, the president of the Republic of Ghana directed the Ministry of Education and the Ministry of Communication to ensure that they roll out distance and remote learning programmes for all students. The aim of the study was to assess the effects of e-learning on the Colleges of Education Tutors using the Nusrat Jahan Ahmadiyya and Mccoy College of Education as case studies. A total of 100 tutors were recruited for the study. The study found that the time allocated for eLearning is not enough, the nature of accessible programming for students’ learning is not effective and there is no enough demonstration during e-lessons. Also, the study revealed that the course contents are based on the outline provided. The study also revealed that, to solve the challenges, ensuring a friendly user interface will help solve the challenges in e-learning, and tutors may start using e-learning with the assistance of their associates. Also, ICT courses should be made compulsory for tutors to undertake them. The study concludes among others that the time allocated for eLearning is not enough due to the demand of the course outline. The study therefore recommends among others that there is the need for innovative teaching strategies, course design specific to online education, and the development of good online teaching skills by tutors and these are significant components of quality and effective online education.

Four Strategies to Foster Effective Online Teaching within a Standardized Curriculum

In a standardized curriculum, it is essential to design courses that maximize the unique qualities of each instructor while maintaining curricular consistency. By adopting a collaborative approach to course development, integrating technology intentionally, creating opportunities for instructor personalization, and supporting instructional growth, educators can ensure the benefits of unique instructor differences are utilized, resulting in an enriched online learning environment.

Effective Online Teaching of Recount Texts: Challenges and Implications for Eighth-Grade Students

The COVID-19 pandemic has drastically transformed education in Indonesia, with schools shifting from traditional classrooms to remote learning. This research aims to explore the teacher's approach to online teaching of recount text material and its impact on eighth-grade students' listening skills at SMP Negeri 1 Wonoayu. Employing a descriptive qualitative research method, data was collected through interviews and observations. The findings reveal that students effectively learned through listening to recount text materials, as evidenced by exercise scores. Communication between teachers and students occurred via WhatsApp Messenger Group, while recount text materials were delivered through YouTube videos. However, challenges faced by English teachers included technical understanding, selecting appropriate online listening methods, and motivating students for virtual learning. The research concludes that online teaching of recount texts can be successful but requires addressing these challenges for enhanced effectiveness in remote learning environments. Highlight: The research investigates the impact of the COVID-19 pandemic on education in Indonesia, leading to a shift from classroom-based learning to online learning for eighth-grade students at SMP Negeri 1 Wonoayu. Descriptive qualitative research is employed to explore the teacher's approach to online teaching of recount text materials and its effectiveness in enhancing students' listening skills. The findings demonstrate that students effectively learn through listening to recount text materials, supported by exercise scores, and the use of communication media such as WhatsApp Messenger Group and YouTube videos. However, challenges persist, including the lack of clear assignment timelines and the need to address technical understanding and student motivation in online classes. Keyword: COVID-19 Pandemic, Online Learning, Recount Text, Listening Skills, Eighth-Grade Students.

Underlying Factors Influencing the Quality of Online EFL Teaching in Higher Education: An Iranian Case Study

This study aimed to uncover hidden factors influencing online teaching in Iran. In-depth semi-structured virtual interviews were conducted to understand English as a Foreign Language teachers' perceptions of online teaching in a state university located in an economically deprived province of the country. Data were analysed thematically, resulting in a number of sub-themes representing both benefits and drawbacks. In turn, the sub-themes were grouped under the following major themes; the impact other of the sudden transition to online education, financial influences, technology influences, and teacher self-efficacy. Despite the advantages of online teaching, there were a number of identified challenges, some beyond teachers' control, and some within. No evidence was found of interventions aimed at reducing the impacts of the challenges. Economic sanctions, strict restrictions on online activities, and technological limitations made effective online teaching extremely difficult, therefore demonstrating that shifts in government policy and resourcing, plus innovative methods of teaching and digital interventions, were needed.

Where and what to improve? Design and application of a MOOC evaluation framework based on effective teaching practices

Given the varied quality of massive open online courses (MOOCs), it is necessary to construct a MOOC evaluation framework to guide teachers’ online teaching practices. Based on the Quality Matters online course evaluation framework and studies on effective online teaching practices, a MOOC evaluation framework was constructed through literature analysis and expert interviews. Finally, an evaluation framework with eight dimensions and 42 secondary indicators was constructed. To examine its validity, five MOOCs were evaluated with this framework. Results show that the evaluation framework is helpful for evaluating MOOCs and providing implications for online instructors. They revealed the common limitations of MOOCs: single method for knowledge introduction, traditional evaluation methods, insufficient attention to student initiative, and inadequate copyright concerns. Corresponding suggestions are provided to improve the quality of MOOCs. Theoretical and practical implications for the improvement of MOOCs are discussed along with avenues for further research.