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Journal articles on the topic 'Online teaching'

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Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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1

Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.

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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.

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2

Asghar, Rai Muhammad. "Online Teaching." Journal of Rawalpindi Medical College 24, no. 1 (December 12, 2020): 1–2. http://dx.doi.org/10.37939/jrmc.v24i1.1531.

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Higher education systems all over the world are challenged nowadays by new information and communication technologies (ICT). These technologies have had a huge impact on the world economy, corporate management, and globalization trends. They bear a tremendous potential in reshaping the nature of study environments everywhere.The Internet provides the opportunity to access intercultural and personalized knowledge for learning, to acquire theoretical knowledge, and to explore and apply knowledge. The Internet offers worldwide accessible knowledge and learning applications at any time and at any place. One of the learning applications which has become widespread is online learning.Existing and emerging e-learning technologies are having intense, immediate, and disruptive impacts on the education systems. Nowhere is the impact felt more than on the practitioners who teach. More specifically, education has moved into the third decade of profound change in how courses and programs are designed and delivered. During this time, many new possibilities have become apparent. simultaneously, many changes have sprouted in almost all the sectors of education with the rise of e-learning technologies.Online teaching can be defined as gaining knowledge and skills through learning applications that are written, communicated, supported, and managed with internet technology. It is often referred to as e-learning. Online learning has become one of the most beneficial applications in higher education. Online courses and programs continue to grow in higher education sittings. Students are increasingly demanding internet access and as a result, universities and colleges are improving their systems to meet their demands.Online teaching is an instructional delivery system that allows students to participate in an educational space without being physically present in the same location as the instructor. The rapid growth in the number of distant education courses and programs has/had a profound impact on the ideas and beliefs about teaching and learning. The use of the internet with web-based course work has become a core method of instruction in distance learning.

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3

Eshet, Yoram. "Teaching online." ACM SIGCSE Bulletin 39, no. 2 (June 2007): 16–18. http://dx.doi.org/10.1145/1272848.1272862.

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4

Dyer, Hilary. "TEACHING ONLINE." Online and CD-Rom Review 18, no. 4 (April 1994): 252–54. http://dx.doi.org/10.1108/eb024498.

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5

Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (October 2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.

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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implemented online education with respect to participation and sharing. The analysis suggests that pedagogy is the crucial point and a planned pedagogy is absolutely necessary for designing and implementing effective online education, education that encourages participation and sharing. The findings showed that some handbooks offer meaningful guidance regarding the development of online education, but other publications were not helpful which creates a dilemma for teachers.

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6

Jr., Donald F. Logsdon. "Online Teaching Defended." American Biology Teacher 64, no. 1 (January 1, 2002): 9. http://dx.doi.org/10.2307/4451228.

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7

Radnofsky, Mary L., and Matthew Bobrowsky. "Teaching Astronomy Online." Astronomy Education Review 3, no. 2 (October 2004): 148–69. http://dx.doi.org/10.3847/aer2004021.

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8

Logsdon, Donald F. "Online Teaching Defended." American Biology Teacher 64, no. 1 (January 2002): 10–11. http://dx.doi.org/10.1662/0002-7685(2002)064[0010:l]2.0.co;2.

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9

Volek, Peter. "Teaching Philosophy Online?" Journal of Didactics of Philosophy 5, no. 2 (October 31, 2021): 62–71. http://dx.doi.org/10.46586/jdph.2021.9598.

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The article deals with the issue of the appropriateness of online philosophy teaching at the level of secondary schools. The author presents a thesis that online teaching of philosophy as an acceptable substitute for in-person classes should be used only as an exception under special circumstances, e.g. an endemic. Under normal circumstances, online teaching should preferably be used as avaluable supplement to in-person teaching. The thesis is elaborated through an analysis of several fundamental concepts (philosophy, the role of philosophy in the educational process, online teaching). Subsequently, the thesis is also supported by a comparison of the advantages and disadvantages of online teaching of philosophy. The disadvantages of online philosophy teaching, as e.g. limited possibility to use dramatization, reading, play, and non-verbal communication will prove to outweigh the advantages.

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10

Hess, Natalie. "Teaching Languages Online." TESOL Journal 2, no. 3 (September 2011): 373–75. http://dx.doi.org/10.5054/tj.2011.251840.

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11

Mason, Adrienne. "Teaching languages online." Open Learning: The Journal of Open, Distance and e-Learning 26, no. 3 (October 13, 2011): 275–80. http://dx.doi.org/10.1080/02680513.2011.611688.

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12

Royse, David. "Teaching Research Online." Journal of Teaching in Social Work 20, no. 1-2 (June 23, 2000): 145–58. http://dx.doi.org/10.1300/j067v20n01_09.

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13

Morrison, Andrew, and Thomas D. Rossing. "Teaching acoustics online." Journal of the Acoustical Society of America 114, no. 4 (October 2003): 2309. http://dx.doi.org/10.1121/1.4780919.

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14

Kowalski, Ludwik. "Teaching physics online?" Physics Teacher 39, no. 6 (September 2001): 325–26. http://dx.doi.org/10.1119/1.1407120.

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15

Meyen, Edward L., Cindy H. T. Lian, and Paul Tangen. "Teaching Online Courses." Focus on Autism and Other Developmental Disabilities 12, no. 3 (August 1997): 166–74. http://dx.doi.org/10.1177/108835769701200305.

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16

Pachler, Norbert. "Teaching languages online." Language Learning Journal 39, no. 3 (November 2011): 381–83. http://dx.doi.org/10.1080/09571736.2011.573693.

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17

Pawan, Faridah. "Reflective teaching online." TechTrends 47, no. 4 (July 2003): 30–34. http://dx.doi.org/10.1007/bf02763509.

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18

Maddison, S. T. "Teaching Astrobiology Online." Symposium - International Astronomical Union 213 (2004): 542–44. http://dx.doi.org/10.1017/s0074180900193866.

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As part of Swinburne Astronomy Online (SAO), we run an online short course entitled Searching for Extrasolar Planets and Extraterrestrial Life. The main aim of the short course is to act as a “feeder” into our graduate programs and allow students to trial online education while exploring one of the new hot topics of astronomy – astrobiology.I will present a brief overview of how SAO works, followed by an outline of our short course which has been running for four semesters. In particular, I will focus on why astrobiology is a good choice of topics for an online short course, and look at the successes (and failures) of the course in attracting students to both online education and astronomy –and astrobiology in particular.

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19

Simmons, Geoff, and Judith Redman. "Teaching Mindfulness Online." Journal of the Australian and New Zealand Student Services Association 26, no. 1 (April 1, 2018): 1–14. http://dx.doi.org/10.30688/janzssa.2018.07.

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20

Gajendar, Uday. "Teaching design online." Interactions 24, no. 4 (June 23, 2017): 24–26. http://dx.doi.org/10.1145/3101104.

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21

Adams, Annis Lee. "Online Teaching Resources." Public Services Quarterly 16, no. 3 (July 2, 2020): 172–78. http://dx.doi.org/10.1080/15228959.2020.1778598.

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22

Ismail, N. "Teaching Languages Online." ELT Journal 65, no. 2 (March 15, 2011): 215–17. http://dx.doi.org/10.1093/elt/ccr005.

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23

Neumannová, Helena. "ONLINE TESTS IN LANGUAGE TEACHING." Acta academica karviniensia 13, no. 2 (June 30, 2013): 42–46. http://dx.doi.org/10.25142/aak.2013.023.

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24

Philip, Alicia. "Teaching Email Writing through Online Teaching Platform." Special Issue No.1 1, no. 1 (July 1, 2020): 14–29. http://dx.doi.org/10.33093/ijcm.2020.1.x1.2.

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Email communication has been widely used in tertiary education as a mean of interpersonal communication (Huang, 2011; Baghestan, Indriyanto & Asfaranjan, 2016; Robinson & Stubberud, 2012). However, the lack of understanding of proper etiquette in e-mail writing results to frustration because students fail to convey their message effectively and professionally, hence unable to receive anticipated feedback from their lecturers (Kim et al., 2016). The necessity of email writing as a subject for English as a Second Language (ESL) classroom is essential; unfortunately, this has been rarely addressed in classrooms. In addition, conventional style of teaching that is chalk and talk, only results to ineffective teaching of email writing etiquette. This is because through the advancement of technology, the designed educational system does not suit the students of today. The current students are known as digital natives who are impatient and prefer to receive instant information. They are also great at multitasking and appreciates instant gratifications. There is a need for an effective method to convey lessons on email writing etiquette to students to ensure that they are able to grasp the lesson better and are able to write effective emails. This study will shed light on the method used to teach email etiquette to first year foundation students using online teaching platform namely Blendspace, Padlet and Kahoot!. The results indicate that with these online technological infused learning along with active and collaborative learning employed by the instructor enables effective learning to take place.

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25

Burd, Barbara A., and Lori E. Buchanan. "Teaching the teachers: teaching and learning online." Reference Services Review 32, no. 4 (December 2004): 404–12. http://dx.doi.org/10.1108/00907320410569761.

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26

Freeman Jr., Sydney, and Steven D Bird. "Teaching Qualitative Research Online." Informing Faculty 3 (2018): 01. http://dx.doi.org/10.28945/3895.

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As Sydney Freeman, Jr., Associate Professor in the Adult, Organizational Learning and Leadership program at the University of Idaho’s College of Education, did one final review of his syllabus for ED 589 Theoretical Applications & Design of Qualitative Research, he knew that this was a different approach to teaching qualitative research. Generally, this kind of information was better taught in person where students could have physical interactions with their professor. The material was often quite challenging to teach. However, this structure was different than many qualitative courses taught across the United States are structured. This was not going to be easy.

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27

ADEBO, PHILIP. "ONLINE TEACHING AND LEARNING." International Journal of Advanced Research in Computer Science and Software Engineering 8, no. 2 (March 6, 2018): 73. http://dx.doi.org/10.23956/ijarcsse.v8i2.549.

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AbstractOnline teaching and learning refers to education that takes place over the Internet. A significant number of colleges in the US and abroad are moving from the traditional face-to-face classes into fully online, web-based courses. Online education, often called distance education or web-based education, is currently the latest, most popular form of distance education. It has recently become an integral part of many university programs. This paper provides a brief introduction to online teaching and learning.

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28

Fajardo, Consolacion. "Teaching Online More Effectively." International Journal of Learning: Annual Review 12, no. 3 (2006): 33–38. http://dx.doi.org/10.18848/1447-9494/cgp/v12i03/46578.

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29

Lam, Wing. "Teaching E-Business Online." Journal of Electronic Commerce in Organizations 3, no. 3 (July 2005): 18–41. http://dx.doi.org/10.4018/jeco.2005070102.

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30

Cox, Thomas D., and Joseph Raditch. "Teaching Online and Cyberbullying." Journal of Effective Teaching in Higher Education 5, no. 1 (June 15, 2022): 71–89. http://dx.doi.org/10.36021/jethe.v5i1.152.

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Cyberbullying is a phenomenon increasingly affecting students and faculty in K-12 through higher education systems. Cyberbullying in higher education negatively affects institutions and their respective stakeholders. The consequences range from faculty turnover to student suicide. Research related cyberbullying in higher education in online learning is emerging. Common understandings of cyberbullying vary by state, institution, and classroom level. Furthermore, many states, including Florida, defer conduct policies and their enforcement to the individual institution. In this article, a review of publicly available Florida university policies regarding cyberbullying in higher education were explored by a Florida professor and a higher education administrator. Utilizing document analysis, this study analyzed policies from the 12 state universities to document the institutional definitions of cyberbullying and the recommended reporting practices for faculty. Further, following the Community of Inquiry (COI) framework, this study examined policies and procedures to determine if they supported the construct of teacher presence. It was determined that there are multiple definitions of cyberbullying and that policies were publicly available but most lacked support for faculty to report related incidences. Most policies were implied and not explicitly related to cyberbullying. Finally, there was little to no evidence in the analyzed documents that would support teaching presence.

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31

Slusky, Ludwig, and Parviz Partow-Navid. "Teaching Information Assurance Online." Review of Business Information Systems (RBIS) 16, no. 2 (March 23, 2012): 53–66. http://dx.doi.org/10.19030/rbis.v16i2.6892.

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32

Baddeley, Sam. "Online teaching: a reflection." Journal of Classics Teaching 22, no. 44 (2021): 109–16. http://dx.doi.org/10.1017/s2058631021000246.

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This article, written at the start of April 2021, is a personal reflection on what has and hasn't worked in remote/online education. I have drawn on my own experience of teaching over the course of the past year, observations of classroom practice I have undertaken as a mentor and middle leader with responsibility for teaching and learning in my school, and conversations I have had with colleagues in my school and elsewhere; it is, therefore, highly anecdotal, and the reader is asked to bear in mind the fact that, like many others, my journey into online teaching was enforced by the closure of schools during the first nationwide lockdown in March 2020. My core aim during both lockdowns was to provide for my students the best experience possible until such a time as we could all return to the physical classroom. As it became clear towards the end of 2020 and the start of 2021 that we were going to need to return to remote education, I began to think more deeply about the strategies I was employing in my online teaching, how effective they were for my students, and what I might do to maximise their learning experience and outcomes.

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33

Holland, Glenda, Thillainatarajan Sivakumaran, Marcus Dewayne Dawson, Lacy Davis, Yung Yu Choi, and Ashley Absher. "Online Teaching Needs Assessment." i-manager's Journal on School Educational Technology 6, no. 2 (November 15, 2010): 20–24. http://dx.doi.org/10.26634/jsch.6.2.1308.

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34

Zhang, Hang. "Teaching Business Chinese Online." CALICO Journal 19, no. 3 (January 14, 2013): 525–32. http://dx.doi.org/10.1558/cj.v19i3.525-532.

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35

Foronda, Cynthia. "Spice Up Teaching Online!" Nurse Educator 39, no. 6 (2014): 265–66. http://dx.doi.org/10.1097/nne.0000000000000081.

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36

Cifuentes, Lauren, and Yu-Chih Doris Shih. "Teaching and Learning Online." Journal of Research on Computing in Education 33, no. 4 (June 2001): 456–74. http://dx.doi.org/10.1080/08886504.2001.10782327.

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37

Herrick, Susan, and Sara Kelley Burriesci. "Teaching Legal Research Online." Legal Reference Services Quarterly 28, no. 3-4 (September 3, 2009): 239–70. http://dx.doi.org/10.1080/02703190902961593.

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38

Danis, Fran S. "Teaching Domestic Violence Online." Violence Against Women 22, no. 12 (July 9, 2016): 1476–83. http://dx.doi.org/10.1177/1077801215626810.

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39

Beck, Heather. "Teaching Creative Writing Online." New Writing 1, no. 1 (January 2004): 23–36. http://dx.doi.org/10.1080/14790720408668189.

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40

Delamarter, Stephen, Sandra L. Gravett, Daniel W. Ulrich, Richard W. Nysse, and Sandra Hack Polaski. "Teaching Biblical Studies Online." Teaching Theology & Religion 14, no. 3 (July 2011): 256–83. http://dx.doi.org/10.1111/j.1467-9647.2011.00719.x.

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41

Hunt, Lynn. "Teaching an Online Course." Common Knowledge 24, no. 3 (August 1, 2018): 397–404. http://dx.doi.org/10.1215/0961754x-6939793.

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42

Burroughs, Courtney B. "Teaching acoustics courses online." Journal of the Acoustical Society of America 113, no. 4 (April 2003): 2304–5. http://dx.doi.org/10.1121/1.4780697.

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43

Parsh, Bridget, and Pamela Gardner. "Online class teaching tips." Nursing Made Incredibly Easy! 14, no. 4 (2016): 6–8. http://dx.doi.org/10.1097/01.nme.0000484085.18081.75.

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44

Kretzschmar, William A. "Teaching American English Online." Journal of English Linguistics 30, no. 4 (December 2002): 318–27. http://dx.doi.org/10.1177/007542402237880.

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45

NoorShah, Mohd Salleh. "Practical teaching programme online:." Internet and Higher Education 4, no. 3-4 (January 2001): 193–201. http://dx.doi.org/10.1016/s1096-7516(01)00074-4.

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46

Hamann, Kerstin, Philip H. Pollock, Gary E. Smith, and Bruce M. Wilson. "Online Teaching and Assessment." PS: Political Science & Politics 49, no. 01 (January 2016): 107–10. http://dx.doi.org/10.1017/s104909651500133x.

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47

Henderson, Michael, and Scott Bradey. "Shaping online teaching practices." Campus-Wide Information Systems 25, no. 2 (March 28, 2008): 85–92. http://dx.doi.org/10.1108/10650740810866585.

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48

Descy, Don E. "Software for online teaching." TechTrends 43, no. 2 (March 1998): 4–7. http://dx.doi.org/10.1007/bf02818167.

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49

Qi, Min, and Hongying Meng. "Research on Teaching Method and Class Evaluation for International Online Teaching." Scientific Programming 2021 (October 13, 2021): 1–8. http://dx.doi.org/10.1155/2021/4120921.

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The COVID-19 epidemic in 2020 posed a sudden and serious challenge to education where online teachings were adopted, and problems that people had not noticed before were exposed. Based on the experience of international online course and the study of online teaching, the paper focuses on the associated problems and puts forward some solutions. First, based on the performance of current software and hardware used in online teaching, the characteristics of commonly used teaching software have been analysed and compared. Then, efficient combinations of teaching software for complementary advantages are recommended to ensure a high-quality online teaching. Second, problems inside of class existing in online lecturing and learning are studied, and corresponding teaching methods have been explored including the aspects of class interaction design and implementation, alternative method for delivering essential video information, and online class management. Finally, some objective class evaluation criteria are studied in terms of coverage of class content, learning effect of specialized knowledge, and online class interaction. In the end, some feasible solutions are provided, and it can be served as a reference to improve the online teaching.

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50

Fořtová, Nicola, Jitka Sedláčková, and František Tůma. ""And My Screen Wouldn't Share": Student-Teachers' Perceptions of ICT in Online Teaching Practice and Online Teaching." Íkala 26, no. 3 (September 10, 2021): 513–29. http://dx.doi.org/10.17533/udea.ikala/v26n3a03.

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The sudden switch to online teaching enforced by the covid-19 pandemic has impacted teacher education at universities, particularly micro-teachings and teaching practice, as technology has become an inherent part of these processes. The growing body of literature on online teaching and teacher education during lockdown conditions mainly addresses challenges in teacher education and educator perceptions. However, very few studies deal with the perceptions of student- teachers. To fill this gap, a group of teacher educators conducted a research study with 63 students enrolled in a master’s Degree in Teaching efl for Secondary Schools offered at Masaryk University, Czechia. To carry it out, qualitative coding procedures were employed on a dataset of 120 lesson reflections written by students completing their teaching practice via online courses which were ordinarily conducted in person. The purpose was to find out how student-teachers perceived technology use when teaching online. The main findings show that, despite constant comparison between the face-to-face and online classrooms and an initial reliance on the success of technology to determine a lesson’s success, the majority of student-teachers normalized technology as a platform for teaching, using technology-specific language for teaching strategies and classroom events. These findings suggest that online teaching and learning should be seen as an integral part of teacher education.

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