Prior to the Covid-19 pandemic, online learning was a contested issue within higher education. Advocates of online higher education saw it as a way to make college more accessible and affordable and bring high-quality education to those who might not be able to attend in-person classes. However, many faculty were skeptical or reluctant to teach online and in particular expressed concerns about increased workload, inferior learning outcomes, cheating, and losing connection with students. When the pandemic began, some argued that it would accelerate the acceptance of online teaching by faculty, while others argued the pandemic would reveal the weaknesses and limitations of online teaching. Overall, this study shows more support for the former than the latter. A plurality (49.3%) of faculty surveyed report that following the pivot to emergency remote teaching they have a more positive view of online education while 27.5% report no change and only 22.9% have a more negative view. Further, 55.1% report that they are more likely to want to teach online when their campus reopens. However, many faculty who expressed a more favorable view of online education also expressed reservations, for example that certain courses do not work well online or that certain students do not do well online. The concerns cited in the pre-pandemic literature including cheating, lack of connection and engagement, and increased workload for faculty all surfaced in this study. These are complex and challenging issues that can never be fully solved but should not be ignored if online higher education is to reach its full potential. / Educational Psychology

Enrollment in online courses has increased rapidly in the last two decades, and exponentially in the last few years (Seaman, Allen, & Allen, 2018) as part of an e-revolution, especially in business schools (Kumar, Kumar, Palvia, & Verma, 2019), in which access to and use of information technology has become widespread. Instructors are one of the most important variables in online teaching as they function as the source of content for, and facilitators of, the online course. Some faculty, however, are ambivalent about teaching online for a variety of reasons (Mitchell, Parlamis, & Claiborne, 2015), and this ambivalence can be the impetus for the failure of the online course implementation. In addition, although research (“No significant difference”, n.d.) demonstrates that learning in online classes is comparable to learning in on-ground courses, instructors’ attitudes toward online teaching remain divided.In this chapter, I offer a brief review of Mitchell et al. (2015) and its general recommendations for management educators to help overcome their resistance to online teaching. I then expand upon what was previously written by sharing specific recommendations and resources focused on faculty, and for administrators to use with faculty, as they attempt the change to online teaching. To this end, I begin with a discussion of the notion of fit in the context of selecting faculty with a particular set of characteristics that are best suited to teaching online courses. The next portion of the chapter offers a research-derived list of best practices for new online instructors – addressing both hard and soft issues. Next, the discussion continues with a brief review of additional factors pertinent to teaching online but not included in the previous list. This will include topics gleaned both from research and over a decade and a half of personal online and hybrid experience as a management educator.

The purpose of this qualitative multiple case study is to identify and describe the perceptions and experiences of lower elementary public-school teachers in the United States teaching with educational technologies during the COVID-19 pandemic. Through a demographic survey and semi-structured interviews, teachers shared their experiences regarding the barriers they encountered teaching and learning with educational technologies in face-to-face, remote, and hybrid classrooms. The multi-phase coding process used emic and etic codes to analyze the data. This study identifies and describes the existing barriers teachers face with learning technologies in the classroom before COVID-19 and the new obstacles they have encountered due to the pandemic. The results of this study are discussed, and recommendations are provided to help researchers identify the essential supports educators need for future emergencies.

En la actualidad, el avance de la tecnología de la información ha puesto en evidencia la importancia de implementar diversos tipos de recursos informáticos que permitan mejorar el proceso de enseñanza-aprendizaje, esencialmente, desarrollando competencias en nuestros estudiantes en diferentes contextos y modalidades, sobre todo en tiempos de pandemia donde la educación presencial presenta muchas dificultades en su realización. En este contexto, se desarrolló una investigación con el objetivo de proponer un programa didáctico basado en el uso de pizarras virtuales para el desarrollo de la competencia argumentativa en estudiantes del tercer grado de nivel secundario, aprovechando el uso de diversos recursos tecnológicos para redacción de textos argumentativos como estrategia elemental en la adquisición de habilidades de argumentación. Se utilizó un diseño no experimental transeccional descriptivo con pretest aplicado a una muestra de 17 estudiantes con edades de 13 a 15 años, seleccionados de manera no probabilística por conveniencia. Como resultado diagnóstico, se obtuvo que el 58.82 % se ubica en nivel de proceso y el 35.29 % en nivel logrado respecto a la competencia evaluada. En conclusión, a partir del estudio realizado se pudo determinar la necesidad de fortalecer el nivel de argumentación en los estudiantes, así también se logró proponer un programa basado en el uso de pizarras virtuales como recurso didáctico del aprendizaje en línea, que se orientará a favorecer el desarrollo de habilidades de argumentación en los estudiantes de nivel secundario. / Nowadays, the advance of information technology has highlighted the importance of implementing different types of computer resources to improve the teaching-learning process, essentially developing competencies in our students in different contexts and modalities, especially in times of pandemic where face-to-face education presents many difficulties in its realization. In this context, a research was developed with the objective of proposing a didactic program based on the use of virtual blackboards for the development of argumentative competence in students of the third grade of secondary school, taking advantage of the use of different technological resources for writing argumentative texts as an elementary strategy in the acquisition of argumentation skills. A descriptive non-experimental transectional design with pretest applied to a sample of 17 students aged 13 to 15 years, selected in a non-probabilistic way by convenience. As a diagnostic result it was obtained that 58.82 % are located at the process level and 35.29 % at the achieved level with respect to the evaluated competence. In conclusion, from the study carried out, it was possible to determine the need to strengthen the level of argumentation in students, as well as to propose a program based on the use of virtual blackboards as a didactic resource for online learning, which will be oriented to favor the development of argumentation skills in secondary school students.

This study explored how course instructional format (i.e., online, face-to-face, or hybrid) is related to the frequency and duration of out-of-class communication (OCC) between college instructors and students, to student motives for communicating with teachers, and to perceived teacher approachability for conversation outside of class. Though differences in frequency of and student motives for engaging in OCC were not significant, students enrolled in face-to-face courses reported significantly more ongoing/durative OCC with their instructors compared to students enrolled other course types (i.e., online or hybrid). Students in fully online courses reported instructors to seem less receptive to but also less discouraging of OCC than students in face-to-face or hybrid courses. Overall, this study offers a sense of how students who seek informal interaction with instructors beyond the classroom are faring amid the increased reliance on web-based learning environments in higher education.

Doctor of Philosophy / Curriculum and Instruction / Rosemary Talab / The purpose of this study was to investigate concerns regarding the adoption of online teaching as expressed by faculty and instructors in six departments in the College of Arts and Humanities at King Abdulaziz University. Additionally, it investigated faculty professional development needs in adopting online teaching. The data in this study were obtained from 147 faculty members (response rate 63.9%). A non-experimental, cross-sectional survey design was used, incorporating the Stages of Concern Questionnaire. The data were analyzed using quantitative measures (descriptive data analysis and inferential analysis). This study utilized the Concerns Based Adoption Model as its theoretical framework. King Abdulaziz University faculty Stages of Concerns findings showed a mean score percentile of 87% of them as Unconcerned. The Informational stage showed a mean score percentile of 72%, and the Personal stage was the third highest with a mean score percentile of 70%. Refocusing, Collaboration, and Management were the fourth, fifth, and sixth highest stages of concern. The Consequence stage was the lowest stage of concern. The Stages of Concern Questionnaire had concerns that were generally aligned to nonusers or users who sometimes implement parts of online teaching. The data analysis regarding the participants’ personal characteristics indicated that their concerns in adopting online teaching were not influenced by their age, country of graduation, or years of teaching experience. A statistically significant difference was found in the participant concerns in adopting online teaching by gender, p<.05. The significance differences were found in stage one (Informational) (p<.05), stage two (Personal) (p<.01), and stage six (Refocusing) (p<.001). Likewise, the data analysis regarding the participants’ contextual characteristics indicated that their concerns in adopting online teaching were not influenced by their department or academic rank. A statistically significant difference was found in the participants’ concerns in adopting online teaching based on administrative support, p<.05. The significances were found in stages zero (Unconcerned) (p<.05) and three (Management) (p<.01). The data analysis regarding the technographic characteristics also indicated a statistically significant influence of participants' prior instructional technology use and technology-related professional development on their use of technology in teaching. The significance values were .000, .006, .009, and .030. The study concludes with recommendations for King Abdulaziz University regarding faculty adoption of online teaching and recommendations for future studies focused on professional development programs and the adoption of online teaching in King Abdulaziz University as well as in other Saudi universities.

Mit dem Projekt ID4BM wurde eine hochschulübergreifende Lehrkooperation umgesetzt. Es wurden zwei Seminare in allen Phasen – von der Wissensbereitstellung über die Wissensanwendung bis hin zur Bewertung – miteinander verzahnt. Technologische Basis war die Lernplattform OPAL. Verwendete Methoden waren projektbasiertes Lernen, Flipped Classroom, Virtual Classroom, Gruppenarbeit, eTutoring, Gruppencoaching und Peer Review. Dieser Beitrag liefert Einblicke in die Konzeption der Lehrveranstaltung und die Evaluationsergebnisse.

Made available in DSpace on 2016-04-29T14:23:50Z (GMT). No. of bitstreams: 1 Rosimeire Moreira Vizentim.pdf: 2190405 bytes, checksum: 45003dfbb0b9160dc6a81c1195bdfed2 (MD5) Previous issue date: 2009-10-16 / This is a case study that investigates a group of teachers, attendees of the 10th edition of the Distance Learning Training Course for Teachers at Uniso - University of Sorocaba. It intends to understand how the use of visual, verbal and digital languages contributes to the construction of meaning between teacher and learners. The research procedures involved the analysis of documents of the Institutional Educational Project at Uniso, the 10th edition of the Distance Learning Training Course CD-ROM, and interviews with attendees. The results of this study suggest that, despite the difficulties faced by teachers in the use of multimedia languages, the experience has set them to a privileged position in their teaching online training and has enabled the understanding of how to use this educational practice / A presente pesquisa é um estudo de caso que investiga um grupo de professores, participantes da 10ª edição do Curso de Formação de Professores para EAD da Universidade de Sorocaba. Com o objetivo de compreender em que medida o uso das múltiplas linguagens veiculadas no meio digital contribuem para a construção de sentido entre o formador e professores em formação no aludido curso de formação, optou-se pela análise de cunho qualitativo. Para alcançar tal objetivo, os procedimentos de pesquisa utilizados neste trabalho foram a análise documental do Projeto Pedagógico Institucional da Uniso, o CD-ROM da 10ª edição do Curso de Formação de Professores para EaD e a análise das entrevistas com sujeitos de pesquisa. O roteiro de entrevista foi elaborado de forma que permitisse saber como se dá a negociação de sentidos entre o formador e o professor em formação, no que se refere ao uso das múltiplas linguagens no ambiente virtual. O quadro teórico de referência para a análise interpretativa dos dados coletados delineia-se com os estudos de formação de professores na vertente culturalista, em distintas matrizes midiáticas e no pensamento ecossistêmico. Os resultados desta pesquisa parecem indicar que, apesar das dificuldades apresentadas pelos professores no uso de linguagens multimidiáticas, essa experiência tende a colocá-los em uma posição privilegiada em sua formação para a docência online, pois possibilita a compreensão de como se dão as práticas educativas mediadas por essas linguagens e a criação de formas de apropriação das mesmas

Across the period in which this research was conducted, there has been an increasing emphasis in government and university policies on the promotion of technology integration in higher education. This emphasis has also become evident in Commonwealth and State government policies relating to preservice teacher education because of the need to ensure that teachers enter the profession with the types of technological skills and competencies that can enhance teaching and learning. The research reported in this thesis describes the experiences and perceptions of computer-based technologies from the perspective of academic staff and graduates from two preservice teacher education courses in a Queensland university. The research was conducted in two phases using a repeated cross-sectional longitudinal design. In Phase 1 of the research conducted in 1997, and in Phase 2 in 2002, questionnaires were used to gather data. In Phase 1 of the research, participants comprised 43 academic staff members involved in two preservice teacher education courses and 72 first or second year graduate teachers from these courses. Items in the academic staff and graduate teacher questionnaires elicited information on a range of issues related to the technologies including knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, advantages and disadvantages of teaching with the technologies, the importance of the technologies to higher and preservice education and the adequacy of preservice teacher education to prepare new teachers to use technologies. Graduate teachers were also questioned about barriers to their classroom use of technologies. Further questions for academic staff investigated the existence of factors that facilitate usage of technologies and the degree to which the presence or absence of these factors constituted barriers or incentives to technology use. A number of questions also explored attitudes surrounding the valuing of teaching, research and publishing. Results from the first phase of research revealed that both academic staff and new teachers made little use of technologies in their teaching. The most salient barriers to academic staff technology use included lack of technical advice and support, time, and lack of evidence of improved student learning and interest. There was also a widely held perception among academic staff that teaching was not valued by their university and that, in particular, innovation in teaching deserved greater recognition. For graduate teachers, barriers to technology use included lack of computers and resources, lack of school funding, and lack of knowledge and training. In Phase 2 of the research, participants comprised 40 academic staff members and 123 graduate teachers from the same two preservice teacher education courses. Participants were again questioned about knowledge and confidence levels, acquisition of knowledge, current and future usage in teaching, and the adequacy of preservice teacher education to prepare new teachers to use technologies. In light of new research and building on findings from the first phase of data collection, several new questions were added. These questions related primarily to the nature and availability of training and how preservice teacher preparation in technology use could be improved. Results from the second phase of research indicated that, among academic staff and graduate teachers, there had been considerable increases in knowledge and confidence levels in relation to the technologies, along with increased levels of usage. Both groups were also significantly more likely than their earlier counterparts to report that preservice teachers were adequately or well prepared in the use of technologies. For graduate teachers, lack of equipment and resources were ongoing barriers to technology use. Training in technology use appeared to be less of an issue for graduate teachers than academic staff with most reporting access to, and satisfaction with, inservice training opportunities. Encouraging too, was the finding that these graduate teachers were significantly more likely than their 1997 counterparts to attribute their knowledge of the technologies to preservice teacher education. While positive change in technology use was evident across this period, continued efforts to support and integrate technology in preservice teacher education remains important, as does support for the innovative use of technology to promote learning in schools.

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No. of bitstreams: 1 ericaalvesbarbosamedeirostavares.pdf: 1333158 bytes, checksum: 1851fee9a762b3878453e684e6994148 (MD5) Previous issue date: 2011-06-02 / A presente dissertação tem por objetivo compreender, a partir do olhar do tutor a distância do curso de Pedagogia a Distância do Sistema Universidade Aberta do Brasil, da Universidade Federal de Juiz de Fora, o sentido de ser tutor e o significado da tutoria para estes sujeitos. Buscou-se compreender a) a ação destes sujeitos e seu olhar sobre a tutoria no curso, b) o papel da formação continuada oferecida aos tutores a distância para o desenvolvimento do seu trabalho, c) o trabalho do tutor com o professor da disciplina no referido curso, e d) a importância que o Espaço virtual de Formação de Tutores possui para a constituição de sua identidade, da docência online, dos processos mediativos e das redes de aprendizagem. A pesquisa qualitativa encontrou inspiração nos movimentos promovidos pelo contato com a teoria da multiplicidade, de Deleuze e Guattari, que, por sua fluidez, pluralidade e flexibilidade possibilitaram a potencialização dos olhares para as análises e interpretações desenvolvidas. O grupo focal foi o instrumento metodológico escolhido com o intuito não somente de realizar a construção de dados, mas de promover encontros potentes entre os sujeitos de pesquisa, favorecendo a construção coletiva do conhecimento e dos devires dos participantes. Os dados produziram três temas/’categorias’, a saber: (a) colaboração, (b) mediação e (c) tempo, todas relacionadas com a ação docente do tutor no curso. Diante da multiplicidade de ações e olhares e amparada pelo referencial teórico nos estudos de Bruno, Santos, Pesce, Levy, Tardif, dentre outros, os achados desta pesquisa desvelaram a necessidade de uma formação continuada específica para se pensar as questões da Educação online no tocante à colaboração, processos de mediação e temporalidade. A pesquisa evidenciou também que o tutor, neste curso, desenvolveu ações docentes e trouxe indicadores para o trabalho em rede deste profissional com seus pares. Por fim, os sujeitos desta pesquisa apresentam o “ser plural” como característica do ser tutor no curso, que se faz a partir do outro em sua singularidade e multiplicidade. / From the perspective of the tutor from the Distance Learning Pedagogy Course of the Open University of Brazil, the present dissertation is aimed at analyzing the meaning of being a tutor and the role of tutorship for these individuals. We tried to understand a) the action of these individuals and their view on tutorship, b) the role of continued formation for tutors in carrying out their work, c) the tutor´s work in relation to the teacher and d) the importance of the “Espaço Virtual de Formação de Tutores” (A Virtual Tutor Formation Environment) for the construction of its very identity as well as of online teaching, mediation processes and learning networks. The qualitative research was based on the multiplicity theory which, due to its flow, plurality and flexibility, allowed for multiplying the views on the analyses and interpretations carried out. The focus group was chosen in order not only to collect the data, but also to promote potential meetings among the subjects of the study, making way for the collective knowledge construction and the emergence of existing participants. The data produced three themes or categories, namely a) collaboration, b) mediation and c) time, all of these related to the teaching role of the tutor. In the face of these multiple actions and views, the findings of this research have shown the need for a specific continued formation process so as to consider issues of online teaching in regard to collaboration, mediation processes and temporality. The study also showed that the tutor does develop a teaching role and brought evidence of network articulation with colleagues. Finally, the subjects of this study present the “plural being” as a feature of being a tutor, which is achieved from the other self in its multiplicity and singularity.