Search results

1 – 10 of over 76000
Book part
Publication date: 7 October 2015

Brian Joe Rice

As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with…

Abstract

Purpose

As teacher education moves online, there is an increasing need for teacher educators who subscribe to relational stances that attend to and enact liberating pedagogies with preservice teachers preparing to teach and inservice teachers who come to online courses for professional development.

Approach

This chapter explores common frameworks for interactive relational models of teaching from John Dewey, Lev Vygotsky, and Paulo Friere and then proposes, using examples from the author’s practice, how these models translate into online contexts.

Findings

Diversity in education calls for increased awareness of individuals using a relational stance. This stance should apply both to schoolchildren as well as the teacher candidates and teachers in development that are coming to teacher education to build and improve their practice.

Research implications

More research on relationality in online learning is necessary. This research should take shape through using theories that are complex enough to provide insights that marry the pedagogical with the relational aspects of teaching as part of a comprehensive teacher education experience.

Value

This chapter makes a valuable contribution to research in teaching online through its thorough inquiry into theories of learning and teaching and they apply – or do not – online.

Details

Exploring Pedagogies for Diverse Learners Online
Type: Book
ISBN: 978-1-78441-672-0

Keywords

Article
Publication date: 19 July 2023

Otniel Safkaur, Jhon Urasti Blesia, Cornelia Matani, Kurniawan Patma and Pascalina Sesa

This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic.

Abstract

Purpose

This study aims to examine the learning experiences of indigenous West Papuan students studying accounting in Indonesia during the COVID-19 pandemic.

Design/methodology/approach

A qualitative approach was taken with 25 indigenous accounting students at five universities in the region who shared testimonies of their online learning experiences. The interview data collected were analysed using initial and selective coding and then interpreted under several themes.

Findings

The paper shows the personal, faculty and external challenges in indigenous students’ learning activities during university closures because of COVID-19. The interrelated challenges included students’ struggles to adapt their learning habits when using various online applications, difficulties in understanding how the faculty managed lectures, tutorials and evaluations without adequate access to learning materials, the lack of a learning infrastructure, issues with equipment, and obtaining internet data credits. Students’ economic struggles and health issues exacerbated these challenges. While enduring various struggles and being frustrated about their future, all students expected a change in offline learning policies by the government to lessen their strict physical distancing.

Research limitations/implications

The findings can inform the importance of integrating accounting students’ learning challenges and needs into curriculum development.

Originality/value

This study highlights the learning challenges of indigenous accounting students during the COVID-19 pandemic and how approaches to online learning need to consider the experience of these students.

Details

Pacific Accounting Review, vol. 35 no. 5
Type: Research Article
ISSN: 0114-0582

Keywords

Article
Publication date: 23 August 2022

Titan Ligita, Mita, Murtilita and Winarianti

This study aimed to explore nursing lecturers' experiences of online teaching and learning during the coronavirus disease 2019 (COVID-19) pandemic. The COVID-19 policy on social…

Abstract

Purpose

This study aimed to explore nursing lecturers' experiences of online teaching and learning during the coronavirus disease 2019 (COVID-19) pandemic. The COVID-19 policy on social and physical distancing urges nursing lecturers to provide online teaching delivery for their students using both synchronous and asynchronous methods. However, the experiences of nursing lecturers providing online teaching delivery in the era of COVID-19 are yet unknown.

Design/methodology/approach

The authors used an interpretive phenomenological analysis study design. Participants were seven nursing lecturers, with whom we conducted in-depth interviews using semi structured questions through telephone calls or video conferences. Interpretive phenomenology analysis was adopted to analyse the generated data.

Findings

The core theme of this current study is that of becoming accustomed to online teaching delivery. The main theme is supported by three sub-themes, which are being comfortable with the technology, difficulties and how to overcome them and caring for students to explain the online teaching experiences of nursing lecturers.

Originality/value

The results of this study demonstrate that familiarity with technology is critical for lecturers to facilitate their online teaching. There is a need for further enhancement of technology and application usage to improve the quality of nursing lecturers' teaching methods and ensure the provision of theory and nursing skill competency to students.

Details

Health Education, vol. 122 no. 6
Type: Research Article
ISSN: 0965-4283

Keywords

Article
Publication date: 17 October 2022

Maryam Husain Almahdi, Ghadah Al Murshidi and Osama Al-Mahdi

This paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social…

Abstract

Purpose

This paper investigates the social online learning experiences of teacher trainees during the COVID-19 pandemic. The study's model gauges the relationships between social presence, sense of community, and collaborative learning in online work-based learning environments.

Design/methodology/approach

This study uses a cross-sectional design, specifically an online questionnaire, to collect data from teacher-trainees in different years of their university programs.

Findings

The findings indicate significant and positive relationships between social presence and both sense of community and collaborative learning, and between collaborative learning and sense of community in a work-based online learning environment. Moreover, collaborative learning was found to mediate the relationship between social presence and sense of community in the study's model.

Research limitations/implications

The use of questionnaires to collect self-reported data from a mostly female undergraduate sample is expected to affect the generalizability of the results. Experiments or observation methods and a wider sample of participants can be used in future research to build on the findings of this study.

Practical implications

The authors recommend that educators play an active role in improving the students' online social learning experiences, especially their social presence and collaborative learning. By using different interactive methods (e.g. encouraging students to ask questions, express emotions, share resources, and reflect on their learning in a group), educators can help students achieve a sense of community and, hence, realize the many beneficial outcomes tied to community creation in online learning environments.

Originality/value

The study contributes to knowledge by highlighting students' social experiences while learning online, a usually overlooked area of study. These insights are especially important in a time when online learning has become a necessity rather than a choice and when students are in dire need of social support and community. Researching the online social learning experiences of teacher-trainees lends additional value to the study, as it is necessary for future teachers to experience and master this type of learning during their pre-service training so they can apply it with higher levels of confidence and efficacy in their future classrooms.

Details

Higher Education, Skills and Work-Based Learning, vol. 13 no. 4
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 20 July 2021

Tabitha L. James, Jie Zhang, Han Li, Jennifer L. Ziegelmayer and Eduardo D. Villacis-Calderon

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters…

1659

Abstract

Purpose

Most students are considered digital natives and are presumably equipped to handle extensive technology use. However, online learning turns students into involuntary telecommuters when it is the primary modality. The prevailing trends of online learning, digital socialization, telehealth and other online services, combined with remote work has increased students' reliance on information and communications technologies (ICTs) for all purposes, which may be overwhelming. We examine how technology overload strains the ability of online learning to meet students' basic psychological needs (BPNs), which can decrease positive outcomes such as academic enjoyment and personal performance.

Design/methodology/approach

Data was collected via an online survey of 542 university students and the proposed model was tested using partial least squares (PLS) regression.

Findings

We find that technology overload can diminish the positive relationship between online learning intensity and BPNs satisfaction, which is alarming because BPNs satisfaction is critical to students' positive experiences. Moreover, we find that technology overload and lack of technology experience can directly drive BPNs frustration, which decreases positive outcomes and increases academic anxiety.

Originality/value

We extend a theoretical framework for telecommuting to examine online learning. Additionally, we consider the role of technology overload and experience both as drivers and as moderators of students' BPNs satisfaction and frustration in online learning. Our results provide valuable insights that can inform efforts to rebalance the deployment of ICTs to facilitate online educational experiences.

Details

Information Technology & People, vol. 35 no. 4
Type: Research Article
ISSN: 0959-3845

Keywords

Article
Publication date: 27 October 2020

Tsai-Yun Mou and Chia-Pin Kao

This study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.

Abstract

Purpose

This study explored preservice and in-service early childhood teachers' online academic learning beliefs and strategies.

Design/methodology/approach

Two hundred preservice and in-service teachers respectively from Taiwan participated in this research. A focus group discussion was carried out concerning the development of the questionnaires. The exploratory and confirmatory factor analysis confirmed good construct validity and reliabilities of the survey.

Findings

The survey results showed that in-service teachers generally held more sophisticated learning beliefs than the preservice teachers in all scales. Also, in-service teachers responded with a higher level of online academic learning strategies than the preservice teachers did. Regarding their online experiences, preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. However, preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. It was found that those in-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

Practical implications

The findings of this study could provide insights for the development of online academic learning ability in preschool teacher training programs.

Originality/value

(1) In-service teachers generally held more sophisticated learning beliefs than the preservice teachers. (2) Preservice teachers who spent an appropriate amount of time online had more positive beliefs than those with excessive online experiences. (3) Preservice teachers did not reveal employment of their ICT literacy in their online academic learning strategies. (4) In-service teachers with more online learning experience also showed higher levels of online academic learning beliefs. They used more deep strategies in their online academic learning.

Details

Online Information Review, vol. 45 no. 1
Type: Research Article
ISSN: 1468-4527

Keywords

Book part
Publication date: 15 May 2023

Claire Wotherspoon

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online

Abstract

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

Details

Pandemic Pedagogy: Preparedness in Uncertain Times
Type: Book
ISBN: 978-1-80071-470-0

Keywords

Article
Publication date: 8 February 2016

Bonnie McBain, Antony Drew, Carole James, Liam Phelan, Keith M Harris and Jennifer Archer

The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse…

1379

Abstract

Purpose

The purpose of this paper is to evaluate the experiences of tertiary students learning oral presentation skills in a range of online and blended learning contexts across diverse disciplines.

Design/methodology/approach

The research was designed as a “federation” of trials of diverse online oral communications assessment tasks (OOCATs). Tasks were set in ten courses offered across all five faculties at University of Newcastle, Australia. The authors collected and analysed data about students’ experiences of tasks they completed through an anonymous online survey.

Findings

Students’ engagement with the task was extremely positive but also highly varied. This diversity of student experience can inform teaching, and in doing so, can support student equity. By understanding what students think hinders or facilitates their learning, and which students have these experiences, instructors are able to make adjustments to their teaching which address both real and perceived issues. Student experience in this study highlighted five very clear themes in relation to the student experience of undertaking online oral communications tasks which all benefit from nuanced responses by the instructor: relevance; capacity; technology; time; and support.

Practical implications

Using well-designed OOCATs that diverge from more traditional written assessments can help students successfully engage with course content and develop oral communication skills. The student experience can be used to inform teaching by catering for different student learning styles and experience. Student centred approaches such as this allows instructors to reflect upon the assumptions they hold about their students and how they learn. This understanding can help inform adjustments to teaching approaches to support improved student experience of learning oral communications tasks.

Originality/value

The importance of learning oral communication skills in tertiary education is widely acknowledged internationally, however, there is limited research on how to teach these skills online in a way that is student centred. This research makes a contribution toward addressing that gap.

Details

Education + Training, vol. 58 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 19 May 2021

Blessy Prabha Valsaraj, Bhakti More, Seena Biju, Valsaraj Payini and Vinod Pallath

During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without…

2231

Abstract

Purpose

During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT.

Design/methodology/approach

A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation.

Findings

The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery.

Research limitations/implications

The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions.

Practical implications

The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study.

Social implications

The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning.

Originality/value

The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

Details

Interactive Technology and Smart Education, vol. 18 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

Open Access
Article
Publication date: 2 October 2023

Razia Fakir Mohammad and Mahwish Kamran

This research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.

1050

Abstract

Purpose

This research aims to understand how satisfied students were with their online learning experience and how actively engaged they were in their studies.

Design/methodology/approach

To study the breadth and depth of students' experiences and fully address the research aims, the researchers utilized a mixed method. Through a survey questionnaire with both closed-ended and open-ended questions, student responses were gathered. On a five-point Likert scale, the closed-ended questions were co-constructed. The research participants included students attending Pakistan's private university in Karachi. Participants from all programs were the authors' focus (i.e. undergraduate and graduate). A total of 552 students completed the survey questionnaire.

Findings

The study reveals students' level of satisfaction with their online encounters. Contextual restrictions, such as power outages, bad internet, a lack of a private place and administrative problems, make it difficult to access and connect during learning sessions. Additionally, the student's perception of online learning as being more secure and safe in terms of their physical safety was an intriguing finding. They also see the integration of online and in-person learning as advantageous because it might reduce travel expenses and time while also giving them access to independent study resources. Given its many benefits, this research supports the use of online learning in higher education. Online education promotes a healthy mix of teacher- and student-centered instruction.

Research limitations/implications

Moreover, the findings indicate that effective non-verbal communication occurs when students interact with a teacher and colleague face-to-face. In a face-to-face teaching situation, good body language may inspire, engage and motivate students. Better learning outcomes result from being able to interpret people's body language, whether it be eye contact or posture, and alter the topic and approach. Keeping in view the recent nature of the coronavirus disease 2019 (COVID-19) pandemic, no research has been carried out on this topic to date or on such a wide-scale transition to online learning, specifically in the context of higher education in Pakistan (Dincer, 2018). This research is unique in its kind as it focuses on the impact of online learning on the affective domain as well.

Practical implications

Given the contextual concerns, teachers must find alternative educational insights that will enable students to reduce listening demands, improve self-learning and promote engagement.

Social implications

Therefore, in the authors' context, it is a unique finding that students felt socially isolated. While numerous studies have examined anxiety, still there is still a dearth of literature regarding stress factors (Dincer, 2018). The current study provided substantial information on the impact of online learning on students' stress levels, and the consequence is that they were strained out because they felt socially isolated. Additionally, these findings are in alignment with the qualitative data showing a problem of student isolation and a lack of engagement. Since the face-to-face mode had provided them with the time and space, they were able to engage in educational socialization outside the boundaries of the classroom, such as casual conversations during breaks, gatherings at coffee shops and working on group projects at the library.

Originality/value

This research was conducted in the context of Pakistan.

Details

Asian Association of Open Universities Journal, vol. 18 no. 3
Type: Research Article
ISSN: 1858-3431

Keywords

1 – 10 of over 76000