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This study investigated the practices, perceptions, and time expenditures of post-secondary instructors in American institutions as they prepared for, taught, and reflected on the tasks involved in teaching a one-semester course. The participants either taught in a traditional face-to-face setting or in an all-online context. This study compares and contrasts the experiences of the participants. Although research in the business field includes models for improving productivity, the world of education rarely looks at these subjects, especially in the context of what leads to a successful course. The few studies there have been on similar topics in education have generally failed to provide consensus on amount of time the delivery of an online course requires and on the factors that contribute to that time difference. A clear trend in higher education is the growing use of instructional technology tools that can help instructors meet the needs of students and facilitate the teaching process. However, these changes also bring about challenges for faculty, challenges that must be examined, understood, and addressed in order to ensure the best possible learning environment for everyone involved. This study was designed to examine faculty teaching practices and gain insight into the experiences of faculty teaching classroom-based courses and faculty teaching online or Web-based courses. A qualitative, case study approach was used to conduct an in-depth investigation that focused on the tools and methods that faculty members employ to help them optimize the time they devote to course activities. The study also revealed a set of good practices used by these faculty members. Data included semi-structured interviews, faculty profile questionnaires, and teaching journals. Findings revealed that faculty teaching online recorded an average of one hour per week more on their courses than did faculty teaching in the classroom. There was minimal difference in time commitment between online and classroom-based faculty participants when considering factors such as gender, type of higher education institution, and experience level. Overall, perceptions of faculty workload averaged three hours more than the actual time recorded during the journaling phase of the study, with all of the face-to-face instructors perceiving that they would work more hours than they actually logged on their journals. Only half of the online instructors perceived that they would work more hours than they actually logged. Significant issues brought to light for faculty in both delivery formats included (1) lack of adequate or sufficient preparation for teaching, (2) limited availability of faculty training, and (3) lack of sufficient time to teach. The study also revealed the variation of instructional strategies used for comparison, and a set of common good practices that apply to both online and face-to-face courses. / text

The purpose of this study was to investigate students' perceptions of multimedia classrooms at East Tennessee State University regarding technologies in multimedia classrooms, students' learning achievements, instructors' instructional methods, and students' learning styles. Two surveys in multimedia classrooms and traditional classrooms were designed to measure and compare students' perceptions of multimedia classrooms. The VARK (Fleming, 2002b) learning style survey was used to calculate the students' learning styles. The research was conducted during spring semester, 2002. Participants in this study included 187 students in multimedia classrooms and 110 students in traditional classrooms at East Tennessee State University. The majority of students were from the School of Business and the College of Applied Science and Technology. The results of data analysis showed that there were no significant differences in students' perceptions of multimedia classrooms regarding technologies, learning achievements, and learning styles. However, there were significant differences in students' perceptions of multimedia classrooms regarding instructors' instructional methods. Students in multimedia classrooms had better perceptions of instructors' instructional methods than students in traditional classrooms. Furthermore, the majority of students in multimedia classrooms and traditional classrooms had positive attitudes towards multimedia classrooms. Several recommendations for future research, VARK learning styles, and administrators and policy makers at East Tennessee State University resulted from this study. A future study with a larger and more diverse population using both quantitative and qualitative methodology is recommended to further explore the effectiveness of multimedia classrooms in higher education. Reinforcement of training, technical support, and classroom maintenance are recommended to administrators and policy makers at East Tennessee State University in order to use multimedia classrooms more effectively.

In addition to the ever-changing demands of the workforce and student demands, the community college must address how performance and withdrawal are affected by traditional classroom instructional delivery and the inclusion of alternate instructional delivery settings such as internet-based approaches in courses. This quantitative study was conducted to provide evidence-based research to a community college in Northeast Tennessee. Specifically, this research study focused on an important aspect of instructional course delivery methods: What are the relationships between traditional classroom and internet-based course instructional delivery methods in relation to withdrawal and grade-distribution patterns for specified courses (English 1010, Math 1710, Biology 2010, and Business CSCI 1100) at a community college in Northeast Tennessee? Course instructional delivery practice is expensive, regardless of the course delivery method. The community college officials wish to best use their resources and instructional delivery practices. Student withdrawals have a significant effect on the fiscal stability of an institution of higher education. Reducing the number of students who withdraw from a course is instrumental to positive financial health and educational program practices. In this quantitative study, data were gathered through a method of secondary analysis by a community college in Northeast Tennessee and distributed to the researcher for compilation and statistical analysis. Independent samples t tests were used to evaluate whether the mean grade point average and percentage of students withdrawing in English 1010, Math 1710, Biology 2010, and Business CSCI 1100 differed between traditional classroom course sections and internet-based course sections taught in the same academic period. Findings from this study indicated that instructional delivery method does not significantly influence mean grade point averages, and students tend to perform consistently regardless of the instructional delivery setting; however, percentage of student withdrawals vary between instructional delivery methods with the analysis of Biology 2010 finding that traditional classroom course sections had higher withdrawals than did the internet-based course sections.

In order to minimize the effects of COVID-19 on teaching and learning, educational institutions around the world moved quickly to transfer education from traditional classrooms to an online learning environment. The main objective of this study was to determine the effects of COVID-19 on students and instructors of several world languages at Brigham Young University (Provo, Utah), highlighting the viability or possible limitations of online learning in university teaching and learning during COVID-19. Thus, this study investigated the effects this transition had on students' learning as well as instructors' teaching practices. Using the thematic analysis described by Braun and Clarke (2013) to analyze which factors influenced the instructors' and students' adaptations to a new online teaching and learning environment during this period of transition from the traditional classroom to online learning, ensured a comprehensive study of the qualitative data. Using survey data, I was able to make conclusions derived directly from the data collected. Results of this study indicated that most learners and instructors felt that the following factors are necessary for online learning to be successful and beneficial: A well designed, rigorous curriculum; technological and emotional support before and during the transition; constant feedback from instructors; opportunities for student-to-student collaboration; and opportunities for instructors and students to build relationships. These results support previous research, which has also shown that the online environment requires more than simply transferring content from a traditional to an online setting. Instructors must be organized and know how to implement the course curriculum and use the right methods for the new environment to avoid factors that trigger stress and anxiety, thus blocking their learning. Therefore, appropriate training from the institutions as well should be ensured before transitioning to an online environment.