Download or read book Resistance Reluctance and Revelation Examining Faculty Perceptions of Online Learning Options at a Faith based University written by Daniel Hall and published by . This book was released on 2015 with total page 163 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the growth of online education and its seemingly fixed place in higher education, online education is still opposed, or at least viewed with suspicion by many faculty (Allen & Seaman, 2013). Faculty opposition of online education can be expressed in myriad ways, most prominently through shared governance, which can directly limit or completely block online education from occurring at an institution. This case study revolved around a non-profit, Faith-Based university (FBU) that is a newcomer to the inclusion of online coursework. This study sought to investigate the rationale faculty may have towards their support or opposition to online education by using mixed methods to bring to light the beliefs faculty have about online education. In examining the beliefs faculty at FBU have towards online education, this study also prompted faculty to reflect on whether their beliefs about online education have changed since the inclusion of online coursework at FBU, and if so, what factors may have contributed to the evolving beliefs. Data collected from 54 survey respondents and 12 faculty interviews helped to capture these beliefs. The findings showed that faculty, on average, felt that the impact of online education on the quality of educational experience would be slightly diminished at the undergraduate level but slightly enhanced at the graduate level. Faculty who indicated evolving beliefs or opinions about online education cited various catalysts. These catalysts fell into 3 categories: external factors- related to economic viability, changes in the higher education environment, and access; information and opinions gather from trusted sources- which would include literature, colleagues, and professional organizations; and personal experience- which stemmed from a direct personal involvement in teaching and/or learning experiences within the online environment. Findings were examined through the theoretical framework of Rokeach's (1989) model of belief systems. This model may suggest that beliefs about teaching and learning are closely connected to one's identity and are thus highly resistant to change. Accepting and implementing new or different methods of teaching and learning, such as the teaching and learning occurring in online education, might require a major reorganization of beliefs about oneself.
Download or read book The Differences of Faculty Voices written by Silvia A. Stefan and published by . This book was released on 2016 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The proportion of chief academic leaders who say online learning is critical to their long term strategy is now at 69.1%, the highest it has been for the last 10 years (Allen & Seaman, 2013, p. 4). Likewise, the proportion of institutions reporting online education is not critical to their long-term strategy has dropped to a new low of 11.2% (Allen & Seaman, 2013, p. 4). In spite of the above described facts, often, faculty may have mixed feelings concerning the adoption of e-courses. In an effort to expand upon research, the current investigation examined the views and experience of faculty at several institutions in reference to online education. The focus of this investigation was responses from post-secondary faculty at Youngstown State University (YSU) and other institutions. The survey questions replicated the study conducted by the Babson Survey and Research group, in 2007, titled Online Learning as Strategic Asset (Seamen, 2009) which examined the experiences of college faculty with online education. Also, questions from another study by Lloyd, Byrne, and McCoy, 2012, titled Faculty’s Barriers to Online Education. In addition to examining the views of the faculty, a comparison of results gathered from the study will be conducted, with the results of the survey collected by the Babson Survey Research Group and non-YSU faculty. Results of the study identified faculty’s “perceptions” as well as “perceived barriers” to online education. Resistance to online education is directly related to factors that were developed based on results of the survey. Primary factors include, but not limited to: Perceived Learning, Motivation to Teach Online, Perceived Institutional Support, Online Effort and Experience/Expertise. Secondary factors include, but not limited to: Ambiguous Expectations, Increased Workload, Lack of Faculty/Student Expectations, Lack of University Support, Lack of Student Commitment and Lack of Faculty Input.
Download or read book Faith Life and Learning Online written by Brant M. Himes and published by Wipf and Stock Publishers. This book was released on 2022-04-08 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faith, Life, and Learning Online is an invitation for faith-based institutions to take bold steps toward integrating a holistic mission of spiritual formation into the online learning environment. For Christian higher education, faith integration is a matter of mission, not modality. Regardless of whether learning happens in the traditional classroom, through hybrid models, or exclusively online, Christian universities have a missional mandate to continue their long legacy of forming students of competence and character. While traditional campuses continue to provide unique and meaningful opportunities for students to grow in their faith, online learning has opened new avenues for engagement and development of spiritual formation. As such, all Christian higher education institutions are now called to take advantage of this unique technological moment to continue to offer transformative opportunities for the holistic integration of faith, life, and learning in the online environment.
Download or read book Faculty s Perceptions of Online Education written by Maha Telmesani and published by . This book was released on 2010 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt: This thesis is designed to provide a qualitative description of university instructors' experiences, attitudes and perceptions of online learning in an effort to better design online courses that meet the needs of both teaching instructors and learning students. The purpose of this study is to investigate the perceptions of instructors regarding the advantages and challenges they face in online delivery of coursework compared to their experiences in the face-to-face delivery. The participants in the study are eight instructors, not necessarily at professorial rank, who work for a public Canadian university and teach students using in both face-to-face and online courses. An inductive, qualitative methodology was used in this study. In depth interviews with the eight participating instructors were conducted, transcribed, and analyzed for themes in which the instructors related to online teaching and learning. Suggestions for improving distance education courses based on the participating instructors' perceptions of their own teaching experiences are offered.
Download or read book Student Engagement in Campus Based and Online Education written by Hamish Coates and published by Routledge. This book was released on 2006-09-27 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: Blended learning is firmly established in universities around the world, yet to date little attention has been paid to how students are enaging with this style of learning. Presenting a theoretically-based and empirically-validated model of engagement, this book examines the application of the model to improve the quality and productivity of university education. Covering the key qualities of blended learning, it analyses how online learning influences campus-based education, develops the student perspective of online learning, examines online learning systems as agents of change, provides insights and guidance for educational developers and administrators attempting to improve quality of learning, and considers how institutions can maximise educational returns from large investments in online learning technologies. Illustrated with case studies and developing ideas for practice, this book will be valuable reading for researchers and developers keen to improve their understanding of the emerging dynamics of contemporary student engagement with online learning.
Download or read book Space Matters written by Lori Ann Mumpower and published by . This book was released on 2007 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: In much of the scholarship of distance learning, context is often subordinate to utopian arguments for the spatial and temporal benefits of online pedagogy. To argue unilaterally that distance learning is successful, or not successful, is to misunderstand the ways in which institutions, departments, individual faculty, and students deploy courses and programs. All online courses are not created alike. What is needed are more localized, situated examinations of distance learning within the scope of a particular institution, even a particular department, in order to gauge online learning's effects, and effectiveness, as a delivery mode of instruction. To understand these spaces more fully, it is important to evaluate the ways in which departments are technologizing their classrooms, their programs, their faculty, their courses, and thereby their institutions. My dissertation examines distance learning within a local, particular context: UCF's English department. In order to fully examine distance learning in this specific environment, I employ institutional critique as my methodology, a rhetorical and spatial approach that allows me to map distance learning within UCF's English department. Drawing upon the work of David Harvey, I examine the experienced, perceived, and imagined spaces of distance learning in our department. Through an examination of the history of naming UCF, rhetorical analyses of institutional documents that reference technologies, analysis of survey results noting faculty attitudes and perceptions of online learning, and postmodern mapping of faculty members' perceived and ideal spaces, we can find local solutions for local problems related to distance learning.
Download or read book Bachelor of Education Student Perceptions of Online Learning During Covid 19 written by and published by . This book was released on 2022 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: From the current literature, almost all the studies exploring student perceptions towards online learning during COVID-19 have been from outside the discipline of education (Abbasi, 2020; Armstrong-Mensah et al., 2020; Fidalgo, 2020; Miller 2020; Shahrvini et al., 2021) or have explored faculty perceptions towards online learning, and not students (Cutri, 2020; Kidd & Murray, 2020; Obrien et al., 2020). The research questions for this research are, what are the perceptions, attitudes, and overall learning experiences of the Bachelor of Education students towards online learning? What is the student preference, online, or in-person instruction? What potential changes (if any) should be made to online learning in the future to enhance the student learning experience? The sample for this study was Bachelor of Education students at a Nipissing University in the province of Ontario with a sample size of 166 participants. A mixed methods convergent research design was used to synthesize both the quantitative and qualitative data. The results from this study reveal most students prefer learning in person (62%), few students value group work online (18%), most students have difficulty communicating with their instructor (72%), and student learning format preference influences their perceptions towards online learning. The attitudes, perceptions, learning preferences, and recommendations students have towards online learning can potentially enhance and guide the use of online learning in the Bachelor of Education program going forward.
Download or read book Faculty Perceptions Regarding the Extent to which the Online Course Environment Affects Academic Honesty written by Kathleen A. Patnaude and published by . This book was released on 2008 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Grounded Theory Study on Student Perceptions of Online Distance Learning written by Martha Esther Mathurin and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Qualitative Case Study Examining the Equivalency of Two Online and Face to face Graduate Literacy Courses written by Amber Kay Howard and published by . This book was released on 2014 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to examine former graduate students' perceptions of the equivalency of student learning experiences in an online graduate literacy course they had previously taken in a face-to-face delivery format. Online learning is continuously becoming a more popular option for teacher education. This study applies Equivalency Theory to determine whether two graduate literacy courses have equivalent learning experiences between face-to-face and online delivery formats. Literacy education courses are the focus of this study. Further research should be conducted to examine how teacher education as a whole is affected by online learning. The study found that neither online course was entirely equivalent to its face-to-face counterpart, though one was close. The findings were used to conclude that equivalency in these courses depended on participant biases, instructor experience with online teaching, and the course design of the online courses. Equivalency Theory is supported by the findings of this study.
Download or read book Transformative Learning Theory as a Basis for Identifying Barriers to Faculty Confidence in Online Instruction written by Julia Elizabeth Allen and published by . This book was released on 2017 with total page 119 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study applied the stages of transformative learning to faculty perceptions and application of best practices to online learning. Research questions included: Can transformative learning theory constructs be used to identify potential barriers in faculty development and delivery of online instruction?; How does the stage of transformative learning of online faculty relate to their perceptions about online learning and their application of best practices?; Is there a correlation between stage of transformative learning and the amount of experience with online instruction a faculty member has? Principal component analysis and cluster analysis support a four-component solution. The four constructs equate to Mezirow's four stages of learning: transforming frames of reference through critical reflection of assumptions, validating contested beliefs through discourse, taking action on one's reflective insight, and critically assessing it. Multiple regression analyses were run to predict faculty perceptions on the identified components. Three of these were statistically significant based on years of experience teaching online, the number of professional development workshops taken on online teaching, or both. While the instrument appears to be a valid measurement of transformation of frame of reference, examination of previously contested beliefs, and critical assessment of action, further efforts will be needed before this is a fully validated instrument.
Download or read book Faculty and Student Perceptions of the Effectiveness of Online Instruction During the COVID 19 Pandemic and the New Paradigm of Higher Education in the Post COVID Era a Mixed Methods Study written by Meng Yan and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Due to the outbreak of the COVID-19 pandemic, entire student bodies in the United States were compelled to take all their classes online. Given the challenges of online instruction, combined with the time and support it takes for faculty to become proficient in teaching online, it was likely that the online learning experiences instructors provided to their students were not fully featured and that new teaching approaches were not optimally implemented. Using the Community of Inquiry (CoI) framework (Garrison et al., 2000) as the theoretical framework, this explanatory sequential mixed methods study aimed to investigate university faculty and student perceptions of the effectiveness of online instruction during the COVID-19 pandemic and to explore the new teaching mode faculty and students believed would best serve students in the post-COVID era. Participants comprised instructors and students from various types of higher education institutions in Ohio. The study consists of a quantitative phase and a qualitative phase. Quantitative data were collected from 148 instructor and 394 student respondents through online surveys, after which qualitative data were collected through one-on-one semi-structured Zoom interviews with eight instructor and eight student participants who had completed the surveys in the quantitative phase. The quantitative results suggested both faculty and student participants rated online instruction during the COVID-19 pandemic as effective in general, with age being the strongest predictor of their perceptions and faculty's overall teaching experience a significant predictor of faculty perceptions. However, the qualitative findings revealed most participants perceived online learning as less effective compared to face-to-face classroom teaching. The primary reason was the lack of social communication and interaction, which was consistent with the core ideas of the CoI framework (Garrison et al., 2000). The qualitative data also indicated both faculty and student participants believed blended/hybrid and concurrent teaching would be the best teaching modes to serve students in the post-COVID era. Six additional themes emerged from the qualitative data, presenting a full and in-depth understanding of faculty and students' online learning experiences during the COVID-19 pandemic. The results of this study provided recommendations for future higher education, particularly in the context of global emergencies.
Download or read book Students Perceptions of Online Learning written by Julie S. Dixon and published by . This book was released on 2000 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Multiple case Study Examining Faculty Members Online Course Design and Teaching Experiences in Distance Education written by Ahmet Colak and published by . This book was released on 2018 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT
Download or read book An Analysis of Perceptions of Online Instruction by Department Chairs in the Field of Higher Educational Administration in the United States written by Edna Lynn Levernier and published by . This book was released on 2005 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Internet based Courses written by Janet McDaniel Keener and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study will be to identify important factors that should be considered by faculty members at selected public institutions of higher education as they plan, design, develop, implement, and evaluate Internet-based courses, in order to make the courses responsive to the needs of students with disabilities. In addition, the study will explore perceptions of students with disabilities in terms of Internet-based courses offered at their institutions. A total of 17 faculty developers/teachers and 7 students with disabilities were interviewed. Qualitative methodology was used to analyze the data. The significance of this study lies within the legal and ethical obligations of public educational institutions. The growing population of students with disabilities identifies an area in which institutions must become familiar and be able to provide reasonable accommodations. Findings from this research indicate that: (1) students with disabilities are not enrolling in Internet courses in the same proportion as students without disabilities; (2) with few exceptions, students with disabilities need the same skills, abilities, and knowledge as other students to be successful in an online course; (3) certain appealing characteristics of online classes are consistent in the perceptions of faculty and the students with disabilities; and (4) audio components are the most commonly desired or requested item for enhancing the accommodations for students with disabilities. Several conclusions were determined from the interviews: (1) faculty awareness of students with disabilities needs to be addressed and increased; (2) faculty taking online courses are better able to understand the students' perspectives; (3) students' personalities are the determining factor in their success of an online course; (4) concerns with RODP problems should be investigated; and (5) certification of online courses should be advocated and required by administration. The results of this study will allow universities to better understand the needs of their students with disabilities, and the support and resources faculty will need to better accommodate those students in Internet courses.
Download or read book Social Science Research written by Anol Bhattacherjee and published by CreateSpace. This book was released on 2012-04-01 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is designed to introduce doctoral and graduate students to the process of conducting scientific research in the social sciences, business, education, public health, and related disciplines. It is a one-stop, comprehensive, and compact source for foundational concepts in behavioral research, and can serve as a stand-alone text or as a supplement to research readings in any doctoral seminar or research methods class. This book is currently used as a research text at universities on six continents and will shortly be available in nine different languages.
