Online Teaching Practices Research Articles

Artificial Intelligence Usage in Higher Education: Influence on Online Learning

The conceptualization and implementation of artificial intelligence (AI) in online learning have shown the most effective ways to use AI pedagogically. Viewing AI as a tool for online learning is crucial. By integrating AI technologies into teaching practices, educators can create more engaging, effective, and personalized learning experiences for their students. However, it is essential to use AI responsibly, ensuring it complements and enhances the role of educators rather than replacing human interaction and support. This article begins by outlining its purpose and providing an overview of AI history. It will presents a comparative literature analysis, discussing the advantages and disadvantages of using AI in online learning. Finally, the article explores how to incorporate AI into online teaching practices and offers strategies to encourage students to utilize AI effectively.

Online teaching and Learning post-Covid: An Analysis of LMS Usage and Student Outcomes Following the Pandemic

In 2020, the global higher education sector plunged into online teaching and learning within a very short timeframe with the onset of the Covid-19 pandemic. The Sri Lankan state higher education system was no exception. While the initial readiness of both students and teachers for this switch varied or, in many cases, was low, online instruction was the predominant form of teaching and learning for most of the subsequent two years. The Sri Lankan university sector resumed face-to-face teaching for undergraduates in mid-2022 but aspects of online teaching and learning remain, providing a valuable opportunity to take stock of the experiences gathered during the pandemic. This study aims to use data on undergraduate courses offered both during and after the pandemic period at the Faculty of Business in the University of Moratuwa in order to identify online teaching practices that persisted beyond the COVID-19 period and relate student interactions with these activities with academic outcomes. The dataset spans 473 students in five cohorts across six undergraduate courses and includes Moodle (the LMS used by the university) logs, data on academic outcomes, and features of the online course pages. The student level data for the selected courses are augmented with interviews with the corresponding lecturers to gain further insights into why certain learning activities were considered successful and others not. By doing so, the paper aims to identify effective learning tools and best practices that arose during the unplanned transition to online teaching from both lecturer and student perspectives. The results show that there is a continuity in the tools between the online mode during the pandemic and the post-pandemic return to face-to-face teaching with tools such as quizzes, assignment submissions, and videos/lecture recordings used noticeably more than in the pre-Covid period. The use of interactive tools increase the student engagement with the course Moodle pages, which in turn are positively associated with learning outcomes. The paper thus highlights some positive consequences of the pandemic period on education in terms of enhancing the adoption of digital tools for learning among both staff and students.

Student Teachers’ Resilience During The COVID-19 Pandemic: Navigating Remote Teaching Practice

This article explores student teachers’ resilience during the COVID-19 pandemic and their ability to thrive in online teaching practice. Amid the pandemic’s unprecedented challenges, student teachers exhibited remarkable adaptability in navigating the shift to remote teaching. Through qualitative research and thematic analysis, this article delves into student teachers’ experiences, highlighting their positive encounters with online teaching methodologies and tools. The findings underscore the importance of resilience and adaptability in the dynamic field of education, emphasising the valuable skills student teachers attained through their engagement with online teaching. Furthermore, the article explores the advantages of online practical assessments, shedding light on innovative evaluation methods that may shape future educational practices. Overall, the insights gleaned from this research contribute to a deeper understanding of student teachers’ experiences during times of educational transformation. Recommendations are also offered to integrate online teaching methods into teacher training programmes to enhance these students’ resilience and adaptability in the face of adversity.

Students Satisfaction with Online Learning during the COVID-19 pandemic: A first-round analysis of Diploma Program in Library and Information Science

The Sri Lanka Library Association (SLLA) has transitioned from conventional teaching-learning to online education. However, no further research has been conducted to assess the successfulness of this online learning from the students’ perspective. Addressing this issue, the objectives of the study were to measure the satisfaction, successfulness and challenges faced by diploma students with online learning at SLLA during the pandemic. The survey was conducted using Google Forms and WhatsApp, with approximately 225 students approached and 194 (88.5%) responding. Data analysis was performed using SPSS software, and statistical tests were applied using the Wilcoxon signed-rank test and Rosenthal r value. Results regarding students’ successfulness indicated that more than 70% agreed with online education during the lockdown. Additionally, students expressed that the online mode was more secure for their health 152(73%) and for transportation 129(66.49%) compared to face-to-face classes and distance mode classes. Concerning satisfaction, 97(50%) students were either highly satisfied or satisfied with online teaching, Regarding the devices used, majority of students (78.9%) used smartphones; whereas the use of laptops, desktops, and tablets was less commonly used (17.5%).Challenges identified were recorded as, clearly hearing the lectures 88(45.4%), expensive equipment requirements 85(43.8%), poor internet connection and difficulty in logging on in a timely manner 84(43.3%) each, and a feeling of isolation while attending class 82(42.3%). Overall, the majority of students were satisfied with online learning and they are moving towards the health security, transportation convenience, and ability to attend classes from home, despite the challenges faced. It is recommended to enhance student interaction and improve the practical effectiveness of the online course. Additionally, action should be taken to address the challenges faced by the students, redesign the online course to improve practical effectiveness, and implement best practices in online education.

Online language teaching in times of change: a CALL to action for language teachers and educators

Abstract Change, whether slowly developing over decades or rapid change caused by worldwide crises, affects education and educators profoundly. This article argues for a change in language teacher education embracing the changing world of online communication, and emphasising the epistemological awareness language teachers need to bring to the online classroom. Based on Computer-Assisted Language Learning (CALL) research and best practice examples from across the world, the paper outlines past changes, contextualises online language teaching in the wider area of online communication and describes progress in practice, theory and epistemological understanding of online teaching. It culminates in a series of evidence-based suggestions for future training and education of language teachers that will integrate adequate pedagogy and an enhanced epistemological understanding.

Research Progress on Digital Competency of Teachers at Home and Abroad based on Knowledge Mapping

In order to deeply study the research hotspots and development trends in the field of teachers' digital competence at home and abroad, 227 and 623 relevant literatures included in the China Knowledge Network (CNKI) database and Web of Science Core Collection (WoS) between 2006 and 2024 were selected. Using CiteSpace 6.3.R1 bibliometric software, trends in the number of publications, collaborative networks among authors and institutions, keyword co-occurrences, cluster analysis, and emergent words were visualized and analyzed. It was found that the volume of articles on teachers' digital competence at home and abroad showed a fluctuating upward trend; there was a close cooperative relationship between the authors of articles and institutions at home and abroad, and a more complete cooperative team was formed. Domestic research mainly focuses on the investigation of the status quo of teachers' digital competence, cultivation and enhancement, and the study of measurement model, while foreign research focuses more on the investigation, cultivation and enhancement, and assessment research of teachers' digital competence. Currently, the frontiers of domestic teacher digital competency research include vocational colleges and teacher development, while the frontiers of foreign research focus on online teaching and classroom practice.

Internet-based infrastructures and online architectural education on design studios: perceived instructional strategies and students engagement

The current study investigated the impact of perceived instructional strategies in online design studios on student engagement as a multidimensional construct. Given the rapid shift to online learning during the COVID-19 pandemic, understanding effective teaching strategies and their impacts on student engagement is crucial for enhancing overall student outcomes. The study also examined the role of learning motivation as a mediator in these relationships. A mixed-methods approach was employed, measuring a second-order construct of student engagement based on three reflective dimensions: cognitive, affective, and behavioral. Qualitative interviews with instructors revealed three main instructional strategies utilized in online design studios: learning by doing, learning with interaction, and learning from feedback. The present study analyzed self-report survey responses from 230 undergraduate architecture students across four major universities in Iran, utilizing partial least squares structural equation modeling (PLS-SEM). Based on the results, the perceived learning by doing (PLD) and learning with interaction (PLI) significantly improve student engagement. In contrast, the perceived learning from feedback (PLF) fails to influence student engagement directly. Additionally, intrinsic and extrinsic motivation mediated the impact of PLI and PLF on student engagement. These findings highlight the importance of effective instructional strategies in online design studios. Additionally, the results provide valuable insights for future pedagogical practices in online education, offering guidance for instructors aiming to enhance student outcomes in this dynamic learning environment.

Faculty perceptions of the impact of professional development on online teaching practices

The COVID-19 pandemic prompted a global shift toward online education, underscoring the need for quality faculty professional development to support educators in designing and delivering effective online courses. This study explores the impact of professional development utilizing the Universal Design for Learning (UDL) framework on faculty’s pedagogical practices in online learning environments. The Online Teaching Fellows Program, a 14-week professional development series, engaged 20 graduate and undergraduate university faculty members from diverse disciplines (Engineering, Education, Law, Occupational Therapy, Nursing, Humanities, Social Science, Business, and Criminal Justice) in a collaborative exploration of UDL principles to create authentic and equitable learning experiences. Qualitative data collection included interviews, exit tickets, faculty professional development artifacts (CANVAS course sites), and researcher notes. Faculty were introduced to diverse teaching strategies, including effective online information presentation, collaboration facilitation, and online assessment enhancement. The study underscores the potential of UDL principles to promote equitable educational opportunities and create transformative spaces in higher education globally.

A Systematic Review of Online Teaching Methods in Higher Education

Since the pandemic began, online teaching methods have received increased interest and review. Educators rapidly developed delivery techniques to meet the needs of students forced to become remote learners. Some of these methods were successful; others did not meet program objectives, especially in educator preparation programs (EPPs). The speed of changing to an online environment limited the ability of educators to research and adapt known evidenced-based practices. This systematic literature review provides research and insight into student-focused outcomes related to effective online teaching practices. Over 600 articles, across multiple disciplines were reviewed based on research and results using different techniques, pedagogy, and design in the online environment. The five main strategies, methods, or philosophies that most affected student outcomes in the online community were engagement, collaboration, beliefs, knowledge, and enactment of knowledge/practice. Each topic is discussed in depth and recommendations are made for effective online teaching and also specific applications to EPPs.

Synchronous Online Teaching Practices: A Scoping Review

Synchronous Online Teaching Practices: A Scoping Review

How to sustain a centralised approach to learning design

Innovative changes to online teaching practices are becoming increasingly important with the rise of e-learning across the higher education sector. Such innovations ideally become part of teaching repertoires rather than reverting to prior approaches. This study investigated the sustainability of a centralised approach to online learning design. Of the 74 survey respondents, more than 70% described changes to their teaching or work practices, uptake of learning design tools or development of student-facing materials, and these changes were mostly reported as sustained. Changes to system-level supports were less common and less likely to be sustained. Free-text comments highlight the importance of adaptation, collaboration and iteratively developed learning design templates. These provide guidance on how to promote sustained changes to online teaching practice. Implications for practice or policy: Outcomes for sustained changes to online teaching practice can be improved through innovations that are adaptable and collaborative and build educator capability. Learning design templates and resources can guide educators to develop their online teaching practice while allowing flexible and iterative implementation. Sustained changes to online teaching practices may be impeded by aging student-facing materials, withdrawal of support and unfeasible workloads.

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

This study investigated the factors influencing student engagement in asynchronous online classes, focusing on the roles of instructor presence, communication strategies, and demographic profiles. Data were collected from 385 college students employing moderated mediation with parallel mediators. The results revealed significant direct effects of instructor presence and communication strategies on student engagement, highlighting the pivotal role of these factors in shaping the online learning experience. Specifically, stronger instructor presence and effective communication strategies corresponded to higher levels of student engagement, emphasizing the importance of fostering supportive interactions and facilitating meaningful communication in virtual classrooms. Mediation analyses further clear the pathways through which these factors influence student engagement. Perceived instructional support emerged as a robust mediator between instructor presence and engagement, underscoring the significance of establishing a supportive learning environment. Additionally, technology self-efficacy played a modest yet significant role in mediating the impact of instructor presence and communication strategies on student engagement, highlighting the importance of students’ confidence in utilizing technology for academic purposes. While moderation analyses did not reveal significant effects of demographic profiles on the relationships between key variables, the findings underscore the universality of effective teaching practices in fostering student engagement across diverse student populations. These findings have important implications for online teaching practices and educational policies, emphasizing the need to prioritize strategies that enhance instructor support, foster effective communication, and promote technological proficiency among students. By addressing these factors, educators and institutions can optimize the online learning experience and promote meaningful engagement among students in asynchronous online classes.

The Impact of Online Cooperative Learning on Scientific Reasoning Skills and Motivation

During the COVID-19 pandemic, all universities across Turkey transitioned to remote education as an urgent measure. Despite indications that the pandemic has subsided, online teaching practices continue to prevail in higher education. Accordingly, the purpose of this study, conducted under extraordinary circumstances of the pandemic, is to examine the impact of online cooperative learning on the scientific reasoning skills and motivation of pre-service science teachers. A total of 54 students participated in the study, with 28 from the experimental group and 26 from the control group, following a non-equivalent control group design. The experimental group received instruction using the online cooperative learning, while the control group participated in large group discussions in an online environment in the context of a science teaching methods course. Data for the research were collected through pre-test and post-test administrations of the Lawson’s Classroom Test of Scientific Reasoning (LCTSR) and the Motivated Strategies for Learning Questionnaire (MSLQ). According to the results, compared to whole-class discussions, online cooperative learning increased pre-service science teachers’ scientific reasoning skills and motivation. In conclusion, online cooperative learning is considered an effective method for enhancing the pre-service science teachers’ education, contributing to the further improvement of online teaching, which has become even more widespread due to the impact of the COVID-19 pandemic.

The Roles of Teaching Presence in Asynchronous and Synchronous Online Teaching Contexts

Asynchronous and synchronous modes of learning are pivotal to the landscape of online education. To gain more insights into the effectiveness of online teaching practices, it is essential to investigate the teaching practice in online learning contexts, specifically how the teaching presence of instructors affect students’ learning in asynchronous or synchronous situations. This study aims to find out if the teaching presence varies between the two modes of learning through the lens of Community of Inquiry (CoI) framework. Additionally, it seeks to compare the factors impacting learners’ experiences in teaching presence. A total of 94 ESL tertiary learners answered the CoI questionnaire and 19 learners were interviewed. The results revealed that the perceived teaching presence between the two groups did not differ statistically. Findings from the interviews showed that the instructor’s interactivity is a pertinent factor in increasing teaching presence in both groups. Additionally, it seems learners from the asynchronous group valued the instructor’s feedback and positive characteristics while the instructor’s facilitation was essential for those from the synchronous group. The outcome of the study could potentially provide insights and practical solutions in relation to the functions of teaching presence in enhancing the learning experience of learners attending online lessons.

The role of teaching subject in teachers’ online identity construction: an interpretative phenomenological approach

ABSTRACT Framed in an interpretative phenomenological approach, this study explored the role of teaching subject (i.e. discipline) in Iranian teachers’ online identity construction during the COVID-19 pandemic. Data were collected from teachers of hard and soft sciences through semi-structured interviews, reported practices and online interactions. Data analyses showed that the teachers’ online identities involved similarities and differences across their agency, emotion and reflexivity in relation to teaching subject. The authors found that teaching subject influences the relational nature of teachers’ identity construction, yet it mediates more profoundly the teachers’ agency and practices in online teaching. Moreover, the teachers’ emotion and reflexivity were largely constructed in light of their personalised and collegial understandings relevant to sociocultural idiosyncrasies of online education. The findings provide novel implications for characterising teachers’ online identities, which help teacher educators approach online teacher education in light of situated understandings that account for teacher identities in greater depth.

Evaluation of pre-service Science and Math teachers’ online teaching experiences within the TPACK framework

The purpose of this study is to identify the factors that shape pre-service teachers' (PSTs) online teaching practices within the technological pedagogical content knowledge (TPACK) framework. Ten science PSTs and nine mathematics PSTs who experienced the practical part face-to-face and the theoretical part online of the Teaching Practice 2 course participated in this study based on a multiple case study design. The researchers collected data through online lesson videos and the TPACK in Online Teaching Survey. Descriptive statistics were used for the survey analysis, while the document analysis technique was through TPACK in Online Teaching Checklist for online lesson videos. The results show that PSTs have some problems, especially in the technological and pedagogical knowledge components of TPACK. Both groups do not have adequate knowledge of the technological tools of assessment, because they give it the least importance. They generally use standard technologies such as presentations or office programs. Their use of the same technologies to identify and teach the subject indicates their limited conceptualizations of technological pedagogical knowledge (TPK) and technological content knowledge (TCK). PSTs need improvement in promoting teacher-student interaction through interactive learning and assessment tools. Some recommendations for teacher education programs are offered.

Empowering health professions educators: enhancing curriculum delivery through customized e-tutorial training on fundamental digital tools.

In the dynamic landscape of education, the fusion of technology and learning, commonly termed "technology-enhanced learning" (TEL), has emerged as a transformative phenomenon. This study focuses on the imperative integration of TEL in medical education, recognizing the diverse digital literacy levels of adult learners. The exploration introduces the innovative E-Portal training program, designed to empower health professions educators with essential skills for proficiently employing digital tools in instruction. A dedicated team of medical educationists conducted a thorough investigation into E-curriculum design and delivery, employing the Moodle Learning Management System as the foundation for the E-Portal training program. The training, spanning crucial stages such as course design, content delivery, self-paced teaching, and quality assessment, facilitated participant progression at individual paces, unlocking subsequent steps upon meeting stipulated prerequisites. A pre-training questionnaire gauged participants' comprehension of distance learning, e-learning, synchronous and asynchronous teaching, and self-directed study. Subsequent focus group discussion post-training generated rich insights into participants' experiences, reflections, and identified challenges. The results illuminate participants' limited adeptness with e-learning terminology, successful assimilation of components and functionalities, and heightened confidence in online teaching practices. However, discerned challenges during implementation, such as technical hurdles and engagement issues, highlight the multifaceted nature of TEL integration. While the E-Portal training positively impacted preparedness, participant feedback advocates for improvements in assessment tools, technical training provisions, and exploration of alternative Learning Management Systems. Study emphasizes the ongoing need for diverse training methodologies across Learning Management Systems, acknowledging the evolving nature of education and technology. This study underscores the transformative role of a tailored E-Portal training program in seamlessly integrating digital tools into medical education. The comprehensive insights provided contribute to a nuanced understanding of the advantages, obstacles, and potential avenues for enhancement in curriculum delivery through technology-enhanced learning, thereby propelling the field forward.

Training, comfort, and perceived effectiveness: Lessons from the pandemic

AbstractThis empirical study evaluates the impact of faculty training in online teaching on perceived comfort, perceived effectiveness, and stress during the Emergency Transition to Online Learning (ETOL) caused by COVID‐19. Survey data revealed a positive relationship between training in online teaching and perceived effectiveness during the ETOL. However, this relationship is fully mediated by perceived comfort in teaching online, meaning training in online teaching significantly increased faculty perceived comfort, which in turn increased perceived effectiveness. Relative to their counterparts, faculty who agreed that the ETOL was stressful were significantly more likely to cite working from home distractions and a lack of physical resources as the greatest challenges. Going forward, our results suggest faculty should be trained in best practices in online teaching as a regular part of their development. Doing so would not only benefit online courses, but the tools used in online courses can also benefit faculty teaching in‐person courses. The emerging tools used in online courses can also serve to enhance teaching in emerging, technology‐based disciplines in business, such as digital marketing or business analytics. In addition to ongoing training, another best practice to prepare for a future ETOL would be to allow business school faculty to share what they have learned with other business faculty.

Empowering Malaysian Academics: Crafting Online Learning Adaptation Guidelines

The worldwide COVID-19 pandemic posed an unparalleled challenge to the higher education sector, necessitating universities to rapidly shift towards improvisation and the widespread adoption of online learning. This transition, while unexpected, has catalysed a surge in innovations tailored to diverse educational needs. Surprisingly, there is a scarcity of recent empirical analyses focusing on the challenges of online learning, particularly from the perspective of educators themselves. In light of this, our study seeks to shed light on the unique challenges faced by Malaysian academics in adapting to online learning during the pandemic. Our objective extends beyond mere identification, as we endeavour to formulate comprehensive online learning guidelines tailored specifically to the Malaysian academic context. We gathered data from 173 academics teaching at public universities in Central Malaysia, employing a 73-item questionnaire distributed through various online platforms, including email, Facebook, WhatsApp, and LinkedIn. The results reveal a significant departure from earlier findings, as the identified challenges from previous research did not resonate with our respondents, with mean scores for each challenge falling below 3.0. This suggests that Malaysian academics have successfully navigated these challenges. In pursuit of our second objective, we crafted a set of online learning guidelines grounded in four critical components: 1) content knowledge, 2) material quality knowledge, 3) technological knowledge, and 4) technological accessibility and equality. These guidelines were formulated based on the insights gained from our questionnaire data and the Technological Pedagogical Content Knowledge (TPACK) Model. Our study contributes to the broader discourse on online learning during the pandemic by providing a nuanced understanding of the experiences and needs of Malaysian academics, ultimately equipping them with a robust framework to enhance their online teaching practices.

Managing Satisfaction in synchronous online learning: results of a statistical study on the material of teaching Russian as a foreign language

Introduction. The widespread adoption of distance learning makes it relevant to reflect on the experience gained during the period of ubiquitous transition to the online format in 2019-2021. The purpose of the research is to investigate the factors influencing student satisfaction with synchronous online courses and to develop recommendations aimed at creating a positive educational experience for students in the online environment, specifically for teachers and methodologists. Materials and methods. This study draws upon survey data concerning the synchronous online acquisition of Russian as a foreign language among tertiary education students, both domestically and internationally. The sample comprised 307 individuals representing 16 countries, all of whom had engaged in at least one synchronous online course in the Russian language. Evaluation of satisfaction regarding the online learning experience centered on the variable denoted as "Course Satisfaction Assessment." The survey instrument was constructed based on the three-factor model, Community of Inquiry (COI), recognized for its efficacy in assessing effective online learning. This model, adapted to suit the context of synchronous online learning, comprehensively incorporates cognitive, pedagogical, and group communication factors. Results. As a result of correlation analysis, the ten most significant correlations with the variable "Course Satisfaction Evaluation" were identified. The most significant correlation of satisfaction with learning was established with positive evaluation of the course content – its practical usefulness and relevance to the needs of learners (r=0,44; p<0,01). Factors related to feedback from the instructor (r=0,34; p<0,01) and the motivational effect of the learning showed a high level of correlation with satisfaction with the training (r=0,35; p<0,01). Meanwhile, the factors of group communication did not show significant correlations. Considering the most important factors of satisfaction, recommendations were formulated to improve the effectiveness of synchronous online learning and enhance student motivation through content and organizational aspects of learning. Conclusion. The conducted study contributes to the understanding of significant aspects of student satisfaction management in synchronous online learning. Practical recommendations have application value for the practice of online learning design and teaching in synchronous online format.