Gotowe bibliografie tematyczne / Online teaching

Gotowa bibliografia na temat „Online teaching”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Online teaching"

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Asghar, Rai Muhammad. "Online Teaching". Journal of Rawalpindi Medical College 24, nr 1 (12.12.2020): 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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Asghar, Rai Muhammad. "Online Teaching". Journal of Rawalpindi Medical College 24, nr 1 (12.12.2020): 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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Eshet, Yoram. "Teaching online". ACM SIGCSE Bulletin 39, nr 2 (czerwiec 2007): 16–18. http://dx.doi.org/10.1145/1272848.1272862.

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Dyer, Hilary. "TEACHING ONLINE". Online and CD-Rom Review 18, nr 4 (kwiecień 1994): 252–54. http://dx.doi.org/10.1108/eb024498.

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Söderström, Tor. "Teaching Online". International Journal of Cyber Ethics in Education 1, nr 4 (październik 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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Jr., Donald F. Logsdon. "Online Teaching Defended". American Biology Teacher 64, nr 1 (1.01.2002): 9. http://dx.doi.org/10.2307/4451228.

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Radnofsky, Mary L., i Matthew Bobrowsky. "Teaching Astronomy Online". Astronomy Education Review 3, nr 2 (październik 2004): 148–69. http://dx.doi.org/10.3847/aer2004021.

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Logsdon, Donald F. "Online Teaching Defended". American Biology Teacher 64, nr 1 (styczeń 2002): 10–11. http://dx.doi.org/10.1662/0002-7685(2002)064[0010:l]2.0.co;2.

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Volek, Peter. "Teaching Philosophy Online?" Journal of Didactics of Philosophy 5, nr 2 (31.10.2021): 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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Hess, Natalie. "Teaching Languages Online". TESOL Journal 2, nr 3 (wrzesień 2011): 373–75. http://dx.doi.org/10.5054/tj.2011.251840.

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Rozprawy doktorskie na temat "Online teaching"

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Danka, Istvan. "Teaching philosophy online". Thesis, University of Leeds, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.713489.

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The present dissertation investigates some possible aims and methods of online philosophy education. It argues that online philosophy education should put a greater emphasis on learning philosophical know-how via collaboration. Online education, contrary to recent criticism, could be done efficiently if it did not intend purely to imitate traditional education but defined its own strategic targets in accordance with some needs which have emerged online. Improving argumentative, systematic and interpretative skills are essential for being a good philosopher as well as a self-reliant online citizen. Preparing students for online practices via teaching them philosophical skills at least partly satisfies some internal purposes of philosophy education as well as some social needs. Learning these skills is irreducible to learning propositional knowledge. Establishing access to (even well-selected) information is insufficient for teaching philosophical skills. One way of teaching these skills is via role-playing philosophical discussions, for which Massively Multiplayer Online Role-Playing Games as a background technology is an effective way.
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Brewer, Angela. "Faculty perceptions of teaching online". Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/697.

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Christie, Jordanne. "Educational development for online teaching". Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/82861/.

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This thesis discusses a case study that explores the impact on educators’ teaching practices, particularly their assumptions and beliefs about teaching and self-efficacy, as a result of their participation in an educational development programme designed to prepare college educators to develop and teach online and hybrid courses. The philosophical worldview adopted in this study is closely aligned to the constructivist perspective. It draws upon the conceptions of teaching literature, Bandura’s theory of self-efficacy (1977; 1986; 1997) and Mezirow’s (1978) theory of transformational learning as a conceptual framework. The data were collected through an online survey of 34 participants, face-to-face interviews with 18 participants and documentary evidence review of 6 participants, and was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings suggest that the knowledge and experience that college educators acquire when participating in educational development for online teaching produce a positive increase in technological and pedagogical knowledge and understanding of accessibility for some educators. This new understanding, in turn, results in changes to both online and face-to-face teaching practices of educators. The results also indicate that for some educators, participation in an educational development programme for online teaching encouraged more student-centred teaching approaches and helped to dispel misconceptions about the lower quality and value of online learning. Participation in educational development for online teaching was also found to increase some educators’ technical and pedagogical confidence, although a few participants experienced an initial decline in self-efficacy. Finally, the results reveal that educators perceived their participation in the educational development programme for online teaching to have a positive impact on the learning experience of their students.
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Cameron, Nancy G. "Teaching in the Online Environment". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/7044.

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Mitchell, Lorianne D., Noam Ebner i Jennifer D. Parlamis. "Teaching Negotiation Online: Getting Started". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8317.

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Rogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching". Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.

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The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, the 'model of Pedagogical Variation', where online teaching is viewed as situational, and e-learners of varying degrees of capability can be given opportunities to maximise their online learning. A hypothetico-deductive methodology, following the work of Karl Popper (2002), is adopted as the theoretical framework. The research sought to corroborate the proposed pedagogical model, which was successfully achieved with experienced e-moderator practitioners adapting Kelly's (1955) personal construct psychology using the six elements: socialising, scaffolding, knowledge construction, weaving, summarising and archiving. In accordance with the hypothetico-deductive approach, an evaluation was then conducted with the objective of refuting the basic underlying assumptions of the Pedagogical Variation model. The model did withstand attempts at falsification, but is presented here as provisional, open to further scrutiny, testing and comparison. Future research could be in the development of diagnostic tools for e-moderator evaluation of e-learner capabilities and on e-learner preferences regarding the selection of a particular online learning environment. It is suggested that effective online teaching is dependent not only on e-learner context but also on e-moderators' pedagogical leadership. The model for Pedagogical Variation is an attempt to show how adaptations in design and delivery can be made in asynchronous learning networks in order to motivate and facilitate successful outcomes for e-learners, whether they are digital natives or digital immigrants (Prensky,2001 ). Online course providers and developers may also use the Pedagogical Variation model as a blueprint for exploring creative ways of implementing new emerging learning technologies fit for the 21st Century.
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Chi, Angel. "The journey to teaching online| A case study of faculty preparation and experiences in online teaching". Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.

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When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.

Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.

The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.

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Meyer, John David. "Administrative Support for Online Teaching Faculty". NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/245.

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When administrators make decisions about the infrastructure support needs of a current or planned online teaching program, these decisions are often based on external expert advice rather than on the advice of experienced ground level faculty who are living with the dynamic nature of the technology and support needed to develop and maintain an effective online teaching program. Online teaching faculty are the best source of advice and information on what works and what does not. Faculty at the Medical College of Georgia (MCG) were surveyed to find out what elements are important to the development of an effective online teaching program. Faculty were also asked to validate the Online Teaching Infrastructure Matrix designed to help campus administration evaluate the current administrative support they provide to online teaching programs. Many of the MCG faculty have 20 or more years teaching experience, but less than that teaching online. Data were collected through the use of a survey titled "Online Faculty Support Survey," which was developed by the researcher. The survey served to identify: a) faculty perceptions of what elements are important to the development of a successful online teaching program; b) which of those elements were in use at their specific institution; c) factors serving to enhance faculty participation in an online teaching program, and which factors impede their involvement; and d) faculty perceptions of the clarity and expected effectiveness of the Matrix. The survey has been evaluated by a panel of experts consisting of a statistician, an instructional designer, a program support specialist, a multimedia support specialist, an academic services professional, an information technology network support professional, and two faculty online program directors. Careful analysis of the data received from the responses to the survey reveals specific areas that faculty deem important to an online teaching program, and whether their specific institution actively provides those important elements. The data were coded and further analyzed to identify areas where there may be significant differences between what faculty deem to be important elements of infrastructure support and what is actively provided by their institution. The validated Matrix is a useful tool that administrative decision makers at MCG can rely on to help them maintain SACS accreditation standards, and other institutions can use it to develop an online teaching program or enhance an existing program. It can be modified to meet specific needs of the institution, or updated to reflect changing technology.
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Goroshko, Olena. "Gender equity through gender teaching online". Thesis, Global University Network for Innovation, 2008. http://repository.kpi.kharkov.ua/handle/KhPI-Press/49014.

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Gender equity in higher education is more than putting women on equal footing with men. It is eliminating barriers to participation and stereotypes that limit the opportunities and choices for both sexes. Gender equity is about enriching classrooms, widening opportunities, and expanding choices for all students. And I consider that this supposition can be applied not only to the education but all rhetoric of everyday life. Thus, the goal of gender education is not only to provide students with proper knowledge, but deconstruct stereotypes in their thinking and behaviour. Hence, all courses about gender issues must be based on the principle “explain to me – and I will forget; show me – and I will remember; let me participate – and I will understand”. The teaching methodology in subject-orientated (gender) class first of all must be targeted at active student-centered learning (learning by doing and changing by learning).
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Clements, Andrea D., i Steve Cockerham. "Problems (and solutions) in Online Teaching". Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/7310.

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Książki na temat "Online teaching"

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Teaching history online. Abingdon, Oxon: Routledge, 2008.

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Meskill, Carla. Teaching languages online. Bristol: Multilingual Matters, 2010.

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Russell, Victoria, i Kathryn Murphy-Judy. Teaching Language Online. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429426483.

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Meskill, Carla. Teaching languages online. Bristol: Multilingual Matters, 2010.

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Hampel, Regine, i Ursula Stickler, red. Developing Online Language Teaching. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137412263.

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Steve, Rossen, red. Teaching online: A practical guide. Wyd. 2. Boston: Houghton Mifflin, 2004.

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Ko, Susan Schor. Teaching online: A practical guide. Wyd. 3. New York: Routledge, 2010.

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Rossen, Steve. Teaching online: A practical guide. Wyd. 3. New York: Routledge, 2010.

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Steve, Rossen, red. Teaching online: A practical guide. Wyd. 3. New York: Routledge, 2010.

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Ko, Susan Schor. Teaching online: A practical guide. Wyd. 2. New York: Routledge, 2008.

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Części książek na temat "Online teaching"

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Goodyear, Peter. "Teaching Online". W Teacher Thinking, Beliefs and Knowledge in Higher Education, 79–101. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-010-0593-7_5.

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Hicks, Mitchell W. "Teaching online." W Earning a living outside of managed mental health care: 50 ways to expand your practice., 153–55. Washington: American Psychological Association, 2010. http://dx.doi.org/10.1037/12138-033.

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Shattuck, Kay. "Teaching Online". W Handbook of Distance Education, 428–42. Fourth edition. | New York : Routledge, 2019. | Previous edition: 2013.: Routledge, 2018. http://dx.doi.org/10.4324/9781315296135-33.

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Lamy, Marie-Noëlle, i Regine Hampel. "Teaching Online". W Online Communication in Language Learning and Teaching, 61–75. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230592681_6.

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Mehrotra, Chandra M., i Lawrence McGahey. "Online teaching." W Evidence-based teaching for higher education., 59–76. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13745-004.

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Sokolik, Maggie. "Teaching Online". W Handbook of Practical Second Language Teaching and Learning, 195–208. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-16.

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Lightbody, Bradley. "Online teaching". W Advancing Learning Within and Beyond the Classroom, 150–67. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003132783-12.

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Hillman, Daniel, Robert Schudy i Anatoly Temkin. "Teaching online courses". W Winning Online Instruction, 72–90. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003161288-8.

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Harrison, Laura M. "Floundering Online". W Teaching Struggling Students, 77–96. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13012-1_5.

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Peuker, E. T., T. J. Filler i J. Jerosch. "Multimediales Online-Teaching". W Rechnergestützte Verfahren in Orthopädie und Unfallchirurgie, 73–81. Heidelberg: Steinkopff, 1999. http://dx.doi.org/10.1007/978-3-642-58699-6_6.

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Streszczenia konferencji na temat "Online teaching"

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Pratt-Sitaula, Beth, Ian Stimpson, Carl-Georg Bank, Christopher Rowan, Robert Stewart i C. J. Ebinger. "TOOLS FOR TEACHING GEOPHYSICS REMOTELY". W GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-359515.

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Archee, Ray. "EVALUATING A BLENDED/ONLINE DEGREE". W 8th Teaching & Education Conference, Vienna. International Institute of Social and Economic Sciences, 2019. http://dx.doi.org/10.20472/tec.2019.008.003.

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Cohen, Deborah Elizabeth. "Transitioning to teaching online". W the 29th annual ACM SIGUCCS conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/500956.501011.

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Brickmann, Michael, Sonja Gogele i Wolfgang Schabereiter. "Collaborative Synchronous Online Teaching". W 2017 27th EAEEIE Annual Conference (EAEEIE). IEEE, 2017. http://dx.doi.org/10.1109/eaeeie.2017.8768712.

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Zhang, Wei, Bo Chen, Liya Jin i Meng Xing. "Online Teaching Quality Analysis". W 2020 International Conference on Information Science and Education (ICISE-IE). IEEE, 2020. http://dx.doi.org/10.1109/icise51755.2020.00134.

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Flaxman, Tereza. "Teaching 3D animation online". W ACM SIGGRAPH 2005 Educators program. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1187358.1187398.

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Smith, Orson P. "Teaching Arctic Engineering Online". W 11th International Conference on Cold Regions Engineering. Reston, VA: American Society of Civil Engineers, 2002. http://dx.doi.org/10.1061/40621(254)91.

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de Silva, Eugene, i Eugenie Carys de Silva. "Online teaching: A comparison of on-ground, online, & facebook-linked teaching". W 2014 International Conference on Interactive Mobile Communication Technologies and Learning (IMCL). IEEE, 2014. http://dx.doi.org/10.1109/imctl.2014.7011159.

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Ngatia, David, Florence Kamonjo i Fereshte Goshtasbpour. "Impact of Online Teaching Capacity Building Programmes on Online Teaching: A Case of University of Kabianga Kenya". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5146.

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The Covid-19 pandemic disrupted educational programmes globally, Kenya being not an exception. Most universities in Kenya closed down before slowly shifting to online teaching shrouded with challenges, partly due to inadequate staff expertise in online teaching. There was therefore a need for capacity building on online teaching to build resilience and support the achievement of Sustainable Development Goal 4 amidst the pandemic. The University of Kabianga initiated programmes to train the teaching staff on online education. The staff were also encouraged to enrol for online teaching Massive Open Online Courses (MOOCs) offered locally and internationally. This study sought to assess the lecturers’ perceptions of the impact of these online teaching capacity building programmes in terms of relevance, effectiveness, efficiency, and sustainability. The study is underpinned by the Impact Evaluation Model and Mezirow's transformative learning theory. Descriptive-participatory research design through an online survey was used for data collection and the results revealed that although the programmes were considered relevant, most lecturers were averse to the interventions and recommends further structured training.
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Foulger, Gillian R. "INVOLVING STUDENTS FROM DAY ONE: TEACHING GEOLOGICAL CONTROVERSY". W GSA 2020 Connects Online. Geological Society of America, 2020. http://dx.doi.org/10.1130/abs/2020am-357841.

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Raporty organizacyjne na temat "Online teaching"

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Guest, Jon. Using FEELE online experiments in teaching. Bristol, UK: The Economics Network, grudzień 2009. http://dx.doi.org/10.53593/n966a.

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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, wrzesień 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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Lamar, Traci A. M. Teaching Critical Color Concepts through an Online Learning Module. Ames: Iowa State University, Digital Repository, 2017. http://dx.doi.org/10.31274/itaa_proceedings-180814-1915.

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Ghosh, Atisha. Moving to online teaching for a final year module. Bristol, UK: The Economics Network, styczeń 2021. http://dx.doi.org/10.53593/n3366a.

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Reeves-DeArmond, Genna, Jennifer Mower, Kerri McBee-Black i Leslie Davis Burns. Best Practices for Online Teaching in Textile and Apparel Education. Ames: Iowa State University, Digital Repository, listopad 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1370.

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van Puffelen, E. A. M., M. van Berkum i J. Diederen. Balancing online and face-to-face teaching and learning activities. Wageningen University and Research, 2018. http://dx.doi.org/10.18174/458051.

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DeWinter, Alun, Arinola Adefila i Katherine Wimpenny. Jordan Opportunity for Virtual Innovative Teaching and Learning. International Online Teaching and Learning, with Particular Attention to the Jordanian Case. Coventry University, czerwiec 2021. http://dx.doi.org/10.18552/jovital/2021/0001.

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Dassanayake, Wajira, Gayani Hewagama i Sarah E. Kirk. Asynchronous Instructional Videos During COVID-19 Emergency Remote Teaching: Student Experiences Within a New Zealand ITP. Unitec ePress, sierpień 2021. http://dx.doi.org/10.34074/ocds.088.

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The COVID-19 pandemic created unprecedented challenges for tertiary education institutions worldwide. The crisis placed enormous pressure on educational institutions as they were required to pivot suddenly to teaching fully online. In New Zealand, Tertiary Education Organisations (TEOs) were forced to close on Wednesday 25 March 2020 after New Zealand moved to Alert Level 4, necessitating the sudden implementation of online teaching. The purpose of this study is to investigate the effectiveness of pre-recorded instructional videos in three selected courses taught by a tertiary education institution, a member of the Institutes of Technology and Polytechnics (ITPs) New Zealand.
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Hammond, Kay, i Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, wrzesień 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Zaika, Oksana V., Tetiana A. Vakaliuk, Andrii V. Riabko, Roman P. Kukharchuk, Iryna S. Mintii i Serhiy O. Semerikov. Selection of online tools for creating math tests. [б. в.], 2021. http://dx.doi.org/10.31812/123456789/4594.

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The article considers online tools for creating tests, which should be used when teaching mathematics in both higher education and general secondary education. Among the variety of online means of creating tests by the method of expert evaluation, three were identified, which allow conducting various tests both in the classroom and remotely, which are free and do not require special conditions for their use and which work on smartphones. The advantages and disadvantages of three online tools for creating tests Kahoot!, Quizizz, Classtime are analyzed, and a comparative description of the selected tools is given. Criteria for the selection of such tools were identified – functional-didactic and organizational. The following indicators belong to the functional-didactic: the presence of different types of questions, including open-ended; use of formulas, both in questions and in answers; use of pictures, both in questions and in answers; no restrictions on the length of questions and answers; instant receipt of results by the teacher, their evaluation and analysis; instant receipt of results by the respondent; to the organizational: the availability of a free version; no need to install the program; ease of use – characterizes the convenience and clarity of the interface for creating tests and their use; possibility of testing in online and offline mode; time limits, both for a single question and the whole test; random order of questions/answer options; instant demonstration of the correct answer to the respondent. With the help of expert evaluation, it was found that according to these criteria, Quizizz is the most appropriate for testing.
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