Rozprawy doktorskie: „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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4

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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7

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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8

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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9

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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10

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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Bernard, Julia M. "Teaching Practitioners in Online Learner Formats". Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/939.

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Practitioner pedagogy can be difficult to manage online. We are teaching professionals to practice without face to face contact. In some cases, technology is available to interact with our students, but it is not the only way of broadening their skills. Teaching family life education and human services using electronic learning formats must incorporate interaction with the student's community. Strategies for engaging students and making them competent professionals will be addressed. Objectives By the end of the presentation attendees will: 1. outline at least three necessary components of a skills based online class. 2. evaluate and discuss barriers to online learning of skills. 3. describe three ways to incorporate practitioner skills into their online course.

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12

Roienko, L. V. "The main aspects of teaching English online". Thesis, Національний авіаційний університет, 2020. https://er.knutd.edu.ua/handle/123456789/16224.

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The aim of the given research is to analyse the basic technical aspects which the teacher needs to know and take into account in order to start teaching English online.
Мета даного дослідження проаналізувати основні технічні аспекти. котрі вчителю потрібно знати і брати до уваги для того, щоб почати викладати англійську мову онлайн.

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13

Smith, Robin Davidson. "Virtual voices online teachers' perceptions of online teaching standards and competencies /". Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3076.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 297. Thesis director: Priscilla Norton. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed July 18, 2008). Includes bibliographical references (p. 286-296). Also issued in print.

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14

McMurtry, Kim. "Effective Teaching Practices in Online Higher Education". NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence in higher education? What are the best practices of effective online teaching in higher education? The purpose of this descriptive case study was to understand and describe the teaching practices of exemplary online faculty, and “exemplary” was defined as recognized with a national award for effective online teaching form a non-profit organization within the last five years. A purposeful sampling strategy identified four exemplary online instructors, who taught in different disciplines at different institutions in the United States. Data collection included a pre-interview written reflection, a semi-structured telephone interview, examination of a course syllabus and other course materials, and observation of a course. Data analysis included repeated close reading and coding of all data collected and then reducing the codes to a manageable number of themes. Two key themes emerged in the findings: human connection and organized structure. Exemplary online instructors seek to connect with students so students know and feel the care, support, and respect of the instructor. Exemplary online instructors also maintain a clearly structured environment that is logically organized, delivered in small chunks, and sufficiently repetitive to keep each student focused on the content. These results contribute to the body of knowledge by allowing online faculty to learn from the best online faculty. First-time online faculty as well as online faculty who seek to improve their online pedagogy may be able to enhance teaching and learning in their courses, which in turn will hopefully yield higher student satisfaction and lower attrition in online education.

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Dubrivna, Antonina. "Online teaching in the Design Education System". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18173.

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In the article was analyzed the features of online teaching in the Design Education System. It is identified the problems faced by instructors and students. It was proposed effective methods and teaching technologies to solve problems in order to optimize the educational process.
У статті проаналізовано особливості онлайн-викладання в системі дизайну освіти. Визначено проблеми, з якими стикаються викладачі та студенти. Запропоновано ефективні методи та технології навчання для вирішення проблем з метою оптимізації навчального процесу.

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Chernets, M. "Online teaching during the COVID-19 pandemic". Thesis, Київський національний університет технологій та дизайну, 2021. https://er.knutd.edu.ua/handle/123456789/18495.

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Скарлупіна, Юлія Анатоліївна, Юлия Анатольевна Скарлупина i Yuliia Anatoliivna Skarlupina. "Free online resources in foreign languages teaching". Thesis, Марусич, 2017. http://essuir.sumdu.edu.ua/handle/123456789/52099.

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Позитивний вплив використання веб додатків на мотивацію студентів і підвищення їх лінгвістичних компетенцій важко переоцінити. Власне, не лише технології, а гейміфікація навчального процесу, яка базується на даних технологіях, сприяє його оптимізації. Крім того, такі підходи до організації навчального процесу, як змішане і перевернене навчання, надають викладачу можливість запровадження проблемно-орієнтованого навчання, основним принципом якого є підсилення процесу вивчення іноземної мови досвідом студентів в інших сферах діяльності, що, в свою чергу, сприяє покращенню міждисциплінарних зв'язків.
Позитивное влияние использования веб приложений на мотивацию студентов и повышение их лингвистических компетенций сложно переоценить. Собственно говоря, не только сами технологии, сколько геймификация учебного процесса, базирующаяся на данных технологиях , способствует его оптимизации. Кроме того, такие подходы к организации учебного процесса, как смешанное и перевёрнутое обучение, дают преподавателю возможность внедрения проблемно-ориентированного обучения, основным принципом которого является поддержка изучения иностранного языка опытом студентов в других сферах деятельности,что, в свою очередь, способствует усилению междисциплинарных связей.
The positive impact of using web applications on students’ motivation and enhancement of their linguistic competence can hardly be overestimated. The thing is that not only a technologies as they are, but gamification, based on these technologies, is being integrated in education, and teaching foreign languages is not an exception. Such approaches blended or flipped learning let the teacher the opportunity to implement problem-based learning, the basic principle of which is the fact, that the language learning is strengthened by the students’ experience in the other fields, that is to improve the interdisciplinary connections.

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Clements, Andrea D. "Problems (and solutions) in Online Teaching II". Digital Commons @ East Tennessee State University, 2002. https://dc.etsu.edu/etsu-works/7307.

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Ebner, Noam, Lorianne D. Mitchell, Jennifer D. Parlamis i Roy Lewicki. "Teaching Negotiation Online Part 2: Getting Started". Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8334.

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In part 1 of this 2-part series (see Signal Vol. 28 Issue 3), we discussed the challenges associated with teachingnegotiation online (e.g., faculty ambivalence and translating the experiential learning model to a virtual format) as well as the opportunities (e.g., greater attention to multi-media uses in the classroom and facilitating cross-cultural collaboration). Here in part 2, we focus less on the context surrounding teaching negotiation online and more on the content and practice of teaching negotiation online.

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Compton, Lily Ko-Li. "Preparing pre-service teachers for online teaching". [Ames, Iowa : Iowa State University], 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3389096.

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Inamorato, dos Santos Andreia. "The discourses of teaching and learning online". Thesis, Open University, 2010. http://oro.open.ac.uk/56474/.

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This research investigates the discourses of e-learning and the way in which these discourses underpin the practices in the field. Having reviewed the relevant literature and looked at the teaching practices in two case studies, I propose that the collaborative learning discourse is very significant in e-learning, but that the didactic and institutional discourses, although not as immediately evident, are equally important in shaping the practices of online teaching and learning. The intertextual nature of all texts, in particular the different voices found in the language of the tasks in the case studies, reveal that the practice associated with online teaching and learning draw on texts and voices from three discourses, collaborative learning, didactic and institutional. Drawing on a Foucauldian perspective of discourse, the investigation of how the discourses operate at the level of practice makes it possible to look at the teaching and learning practices in the field of educational technology from a discursive perspective. In so doing, the historical and contextual perspectives embedded in the teaching and learning practices are taken into account, the aim being to understand the complexity and range of elements that help construct these practices. Finally, the contributions of the study to the field are indentified, and some suggestions are made regarding the possible direction of future research.

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Cuevas, Rebecca Frost. "TURKISH TO GO: TEACHING INTELLECTUAL SKILLS ONLINE". CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/111.

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This project explores research-based methods for creating an e-learning resource to teach an intellectual skill. Intellectual skills are one of the five domains of learning defined by Robert M. Gagné. The intellectual skill taught via the e-learning resource is the rules of Turkish vowel harmony, a fundamental phonological feature of the Turkish language. The purpose of the e-learning resource is to provide novice learners with a set of tools and strategies with which to approach the future study of Turkish. A literature review was conducted in three areas: Gagné’s instructional design theories, Turkish language learning, and best practices for the design of multimedia e-learning. Two rapid prototypes in the form of Moodle course sites were developed. Guidance for improving the prototypes was sought from experts in instructional design, usability, and computer software. The resulting finished e-learning product is a nine-topic Moodle course based on Gagné’s nine events of instruction. The main Moodle course content teaches the rules of Turkish vowel harmony as an intellectual skill which has been broken down into discriminations (the Turkish vowels), concepts (the Turkish vowel groups) and rules (Turkish vowel harmony). Higher order rules are taught in the form of exceptions to the rules of Turkish vowel harmony found in foreign loan-words in Turkish. Practice is provided in applying the rules of Turkish vowel harmony as a set of word attack skills for approaching Turkish language artifacts found online and in the environment. A comprehensive list of resources relating to learning Turkish, learning about the Turkish language, and learning about learning Turkish, is provided to facilitate future extension and application of what was learned in this course. Each lesson is presented in the form of a Moodle book. Each lesson is followed by an ungraded assessment in the form of an Adobe® PDF quiz. The quizzes and accompanying answer keys are designed to provide guided practice, feedback, and self-assessment to help students extend and apply the lesson material. All lessons were beta-tested to ensure usability and reduction of extraneous cognitive load. The project resulted in the development of a Best Practices Checklist for designing e-learning resources to teach intellectual skills. The Best Practices Checklist, which can be found in Appendix B, was used to develop the outline for e-learning resources to teach intellectual skills in other subject areas and was found to be an effective rapid prototyping and instructional design tool. Insight was gained into the significance of prior knowledge for teaching intellectual skills, and on how to calibrate cognitive load in e-learning design relative to the learner’s prior knowledge of the subject matter being taught.

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Ganza, William John. "The Impact of Online Professional Development on Online Teaching in Higher Education". UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/345.

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This study explored the impact a professional development program (Online Professor Certificate Program, OPCP) had on teaching online in higher education— specifically, the impact on faculty members’ teaching presence. The conceptual and theoretical model utilized the community of inquiry framework and both critical theory and transformational learning theory. This case study used data from various sources, including questionnaires, content analysis, and interviews. The overall results indicate that the OPCP had some impact on teaching presence, but not as much as anticipated. The study found that faculty who completed the OPCP were more engaged in their online classes than those who had not participated in the OPCP, as measured by the number of discussion posts. No statistically significant difference in teaching presence was found between participants’ retrospective pre- and post-OPCP responses. Participants mentioned mentoring and andragogy as the two most important parts of the OPCP. Educational leaders have an economic interest in this issue, as online enrollments increased significantly over the past decade, and the trend will likely continue. These increased online enrollments have impacted online teaching, creating a growing need for high-quality online teaching. Faculty need professional development programs to help them become more effective online teachers. The professional development programs need to be evaluated for effectiveness beyond the satisfaction level, with a focus on program outcomes.

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Ingemarsson, Johanna. "EFL Teachers’ Experiences Teaching Online using ICT : A Case Study of the Transition from Classroom Teaching to Online Teaching during the COVID-19 Pandemic". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84446.

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The aim of this research project was to contribute to the knowledge about the teaching practices taking place during the COVID-19 pandemic, by investigating the use of information and communication technology (ICT) in online teaching by five EFL (English as a foreign language) teachers and their experiences of transforming from classroom teaching to online teaching during the pandemic. Furthermore, this study has also investigated how these teachers believe online teaching has affected their students’ English learning. The data was collected by using semi-structured interviews. The data were later analyzed by thematic analyses, and divided into themes, sub-themes and codes. It was concluded that teachers had both positive and negative experiences from teaching online. The fact that the education could be continued from home and that the teachers had improved their teaching practices was frequently expressed in positive opinions. However, the results from the study also revealed that the teachers had mostly negative experiences in terms of the actual process of teaching online, personal feelings, and the effects on students’ English learning. Issues such as technical difficulties, teaching online being time consuming and inhibited interactions are among the negative experiences regarding online teaching. In addition, suggestions have been made on how to improve distance education and how teaching online in the future requires teachers to be educated in how to implement effective ICT tools in their online teaching.
Syftet med denna studie har varit att bidra till kunskap om den undervisning som har skett under COVID-19 pandemin, genom att undersöka användningen av IKT (informations och kommunikations teknik) i den onlineundervisning som bedrivits av fem EFL-lärare (English as a Foreign Language) och deras erfarenheter av övergången från klassrumsundervisning till onlineundervisning. Vidare har denna studie även undersökt hur dessa lärare tror att onlineundervisningen har påverkat elevernas lärande i ämnet engelska. Datan samlades in med hjälp av semistrukturerade intervjuer. Lärarnas svar analyserades senare med hjälp av tematiska analyser och delades in i teman, undertema och koder. Resultatet visade att lärarna hade både positiva och negativa erfarenheter av att undervisa online. Det faktum att eleverna kunde fortsätta sin utbildning hemifrån och att lärarna hade förbättrat sin egen undervisning uttryckets ofta i positiva åsikter. Resultat från studien visade däremot att lärarna hade mest negativa erfarenheter när det gällde den faktiska processen av att undervisa online, personliga känslor, och effekterna onlineundervisning har haft på elevernas lärande i ämnet engelska. Problematik så som tekniska svårigheter, att det var tidskrävande och att interaktionen mellan lärare och elever hämmades tillhör några av de negativa erfarenheter av onlineundervisning som lärarna vittnade om. Denna studie presenterar förslag på hur man kan förbättra distansutbildning och hur fortsatt undervisning online kräver att lärare utbildas i hur man implementerar effektiva IKT-verktyg i sin onlineundervisning.

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Song, Yang, i 宋暘. "Making news online : a case study of online journalism education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208553.

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McShane, Kim. "Technologies transforming academics : academic identity and online teaching". University of Technology, Sydney. Faculty of Education, 2006. http://hdl.handle.net/2100/391.

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As the discourses of the “technological imperative” and student-centred learning have gained momentum in university teaching and learning, one way for the lecturer to signal excellence has been to adopt the flexible, student-centred practices of online teaching. This thesis investigates academics’ insights and experiences about their changing teacher identities in the context of being, or becoming, a facilitator of online student learning. This was an empirical research project, a collective case study that explored the teaching experiences of twelve university lecturers in two Australian universities who taught online, or were making the move online. Primary research data were drawn from semi-structured conversations with the lecturers, online teaching artefacts and email communications. The interpretative analysis was organised according to three overlapping lecturer identities: the teaching metaphors of performance, care and creative direction. From the perspective of each metaphor position, the move to becoming a facilitator of blended learning was uneasy. The performer/carer/director lecturer struggled to entertain, care and intervene in familiar ways in asynchronous, computer-mediated communication. Online, the performing/caring/directing lecturer was ignored by students, and became instead a helpless and highly reflexive bystander to students’ learning. The findings suggest that the teaching values and practices of the performing/caring/directing lecturer, in particular lecturer-student responsiveness and reciprocity, do not adapt to online pedagogies. Indeed, blended learning establishes the conditions for a new moral order in university education, with the move to online facilitation best understood as a move to management-centred regulation of teaching and student learning. And so, overlooked in higher education policy and research, and ignored by her students online, the performing/caring/directing lecturer is under erasure, at the same time as the work of the facilitator is being archived.

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Wilson, Hope Marshall. "Teaching Language and Culture Through Online Ethnographic Explorations". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1573901116368513.

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Mitchell, Lorianne D., Jennifer D. Parlamis, Roy Lewicki i Noam Ebner. "Teaching Negotiation Online Part 1: Challenges and Opportunities". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8335.

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Higher education is in the midst of a rapid evolution, as technology offers enhanced possibilities for education in the classroom and from a distance. In this article, and in a second installment to be published in the next issue of SIGNAL, we discuss online teaching broadly and how it applies to teaching negotiation specifically.

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Velasquez, Andrea. "Technology-Mediated Caring in Online Teaching and Learning". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3355.

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As online K-12 education becomes more prevalent, there arises a need to examine caring as it is experienced in technology-mediated contexts. The first article in this dissertation examines the definition of the term "caring pedagogies" and synthesizes relevant research helpful to understanding its application in a variety of contexts, including the technology-mediated context. The literature review is organized in the following categories: understanding caring pedagogy (defining and measuring), developing caring characteristics in individuals, developing caring communities, and developing caring in unique contexts. This article concludes that more research related to care is necessary in contexts other than the early childhood education context. The technology-mediated context would greatly benefit from such research. The second article in this dissertation investigates the experience of two teachers and four students in the Open High School of Utah and how they engaged in technology-mediated caring. Findings indicated that teachers care for students in this context by gaining a deep understanding of the student through shared perspective, continuous dialogue, and vigilant observation. Based on this understanding, teachers execute caring actions with the purpose of structuring the learning environment, attending to students' individual academic needs, and attending to students' well-being. Students completed the caring relationship by reacting to teachers' caring actions and acknowledging the care they received. The third article in this dissertation investigates technology choices conducive to creating and nurturing caring relationships in technology-mediated contexts. This article is based on the experience of the two teachers and four students in the Open High School of Utah. This study provides guidelines to help educators make technology choices that are effective in knowing the student, executing acts in the student's best interest, and receiving student reactions. Although research related to information and communication technologies has produced various useful frameworks for online education related to presence and immediacy, investigating technology-mediated caring has the potential to greatly enrich this scholarly discourse.

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Randall, John H. "Stages of faculty concern about teaching online| Relationships between faculty teaching methods and technology use in teaching". Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10139810.

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As more online courses and programs are created, it is imperative institutions understand the concern of their faculty toward teaching online, the types of technology they use, and the methods they use to instruct students in order to provide appropriate resources to support them. This quantitative study measures these concerns, using the Stages of Concern Questionnaire, of full-time faculty at a small Christian liberal arts university in Southern California relative to teaching online, technology use, and teaching methods. The majority of faculty reported being unconcerned about teaching online.

The correlations conducted between faculty’s concerns about teaching online and their teaching methods showed that while some relationships exist, the strength of the relationships are weak. The same was true for the relationships between faculty’s technology use and their concern about teaching online. Additionally, analysis of variance revealed faculty who practice more student-centered teaching methods are more likely to focus on coordinating and cooperating with others regarding teaching online.

It can be concluded that the majority of faculty at the institution are not concerned about teaching online and that overall, their technology use and specific teaching methods do not contribute to their concerns about teaching online. However, it was found that faculty who are more student-centered are more likely to cooperate and coordinate with others in regards to teaching online. These findings have implications for the institution where this research was conducted. The administration can be more confident knowing that many of their faculty are not highly concerned about teaching online, therefore, may be less likely to resist teaching these types of classes. The administration now has information that shows faculty who are more student-centered are more likely to cooperate with others in regards to teaching online. These faculty may be more inclined to promote online teaching and ultimately help fulfill the strategic plans of the University.

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Phillips, William. "A STUDY OF INSTRUCTOR PERSONA IN THE ONLINE ENVIRONMENT". Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2416.

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Higher education continues to witness a significant increase in the demand for online courses delivered via the World Wide Web. Institutions are challenged to position and prepare faculty for successfully developing and delivering this increasing number of online courses from a distance. Becoming successful in the online classroom presents difficult and time-consuming challenges to the novice faculty member. Instructors who transition from the face-to-face classroom find that some characteristics, strategies and procedures carryover into the online classroom. The new teaching environment presents an evolving spectrum of possibilities for the online professor, a new paradigm for teaching and learning. This research provides a multi-dimensional case study of the online teaching persona of four successful undergraduate college professors. The literature presents mounting evidence of the growth and momentum of the online college education. Also, the literature presents evidence that multiple resources become necessary if best practices and strategies are to be successfully integrated into online courses. The research has found that a persona change occurs when the faculty member transitions from the face-to-face to the online classroom. Utilizing this foundation, this study adds to the literature and clarifies the online teaching persona, incorporated characteristics, and strategies used by four successful undergraduate professors in a large university setting in the southern United States. Using face-to-face interviews and (non-participant) class observation, this researcher determined the transitory nature of the online teaching persona of the four participants in the study. The study revealed the characteristics, methods and strategies that enable the online professor to successfully deliver undergraduate courses using the World Wide Web.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD

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Pennington, John Paul. "Reverse Benefits: How Teaching Online Benefits Face-To-Face Teaching for Higher Education Faculty". Cincinnati, Ohio : University of Cincinnati, 2005. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1115641817.

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Thesis (Dr. of Education)--University of Cincinnati, 2005.
Advisor: Janet L. Bohren. Title from electronic thesis title page (viewed Mar. 26, 2009). Includes abstract. Keywords: Distance education; Online Teaching; Traditional Teaching; Higher Education; Faculty; Interaction; Social Constructivism. Includes bibliographical references.

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Ziemsen, Eva. "Developing a learning model for teaching film production online". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/63862.

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Through my roles as a film professor, filmmaker and PhD student, I have acquired a strong motivation to develop a learning model for the teaching of film production online. My initial interest for conducting research in this area began a few years ago when I taught a screenwriting workshop in Bhutan. On my return to Canada, I wished there was a way for me to continue teaching my students in Bhutan in the domain of film production. Further research has led me to discover that machinima, a virtual mode of recording animation, could be the solution to teaching almost all aspects of filmmaking, entirely online. Machinima is already very popular amongst educators, both face-to-face and as an online mode of delivery, however, its legitimacy as a cinematic art form has given rise to a controversial debate. My goal was to employ the research method of a/r/tography (standing for artist, researcher, and teacher), to create a complex artistic and academic work to demonstrate that machinima is a valid method of filmmaking and is an immersive mode of teaching film production in the online context. The Art entailed creating a short hybrid film using machinima and live action, entitled, Romeo & Juliette2016. The Research included a literature review that situated my work in the theory that underpins machinima as an art form and in the context of online learning. The Teacher component included a documentary in which I exhibited my film to select ‘critics’, in film, media and film education, and invited them to respond. The documentary was intended to produce discourse around the notion of machinima as an art form and as a teaching tool. Finally, in conclusion, I wrote a response chapter to this interaction and to the project as a whole. This study is highly relevant in the current landscape of media and 21st century education as virtual reality applications are taking hold in the professional filmmaking process and as a teaching tool, and machinima is part of this revolution. Supplementary materials available at: http://hdl.handle.net/2429/63862
Graduate and Postdoctoral Studies
Graduate

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Morgan, Tannis. "The negotiation of teaching presence in international online contexts". Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/1416.

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A particular interest of distance education researchers is the community of inquiry framework, which was developed for the purpose of taking a closer look at computer mediated communication in educational contexts (Garrison, Anderson, Archer, 2000). However, it is somewhat surprising that although the community of inquiry framework has been developed based on distance education contexts, it does not consider the complexities of the community’s global and local contexts, the potential linguistic demands of the teaching and learning contexts, and how power, agency, and identities are negotiated in these contexts. Through six cases of online instructors teaching in international contexts at the tertiary level, I explored the negotiation of teaching presence as viewed through the lens of cultural historical activity theory (Engeström, 1999, 2001). In this view, instructors are engaged in a dynamic process in which teaching presence is shaped through the mediating components of the activity system. This multi-case study employed cross case analysis drawing on data from interviews with students, program coordinators, and instructors, in addition to analyses of discussion forum transcripts, course documents, formative evaluations, student and instructor reflections, and researcher-participant observations. The linguistic challenges faced by both instructor and students for whom the language of instruction was a second or third language and instructors’ sociocultural identities, positioning, and conceptualization of the online interaction spaces were found to be important mediators in the negotiation of teaching presence.

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Oraifige, Amal Yousef Nour. "An online intelligent system for teaching engineering design technologies". Thesis, University of Derby, 2010. http://hdl.handle.net/10545/232633.

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Bolldén, Karin. "Online teaching practices : Sociomaterial matters in higher education settings". Doctoral thesis, Linköpings universitet, Pedagogik och vuxnas lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-117275.

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The aim of this study was to describe and analyse online teaching practices in the Swedish higher education context. The study had an online ethnographic approach and was based on empirical data on the teaching in two university courses. The study rested primarily on observational data but interviews and available documents also formed the basis for analysis. Empirical data were analysed with a perspective of practice theory – a perspective within a sociomaterial account. The results showed that online teaching was characterised by an embodied sociomaterial practice. The teacher’s body could be understood as both multiple and closely interwoven with technology. Furthermore, the teacher’s body was used in the teaching situation to reduce technological complexity but also, along with other forms of materiality, to prefigure what kind of teaching would take place. Teacher interventions in online environments could furthermore be understood as relational to both technology (that is the virtual material arrangement) and teachers’ doings and sayings (that is the teaching practice). Teacher interventions were aimed at making the arrangement intelligible for the students. The study showed that teacher interventions arranged both students and information and communication technology (ICT) in order to make them work as a teaching practice. The teaching practice that emerged was characterised as an interplay between virtual materiality and social practice, where asymmetricrelations between teachers and the ICT prevailed.
Syftet med föreliggande studie var att beskriva och analysera undervisningspraktiker online i svensk högre utbildningskontext. Studien har en onlineetnografisk ansats och baseras på empiriska data av undervisningen i två kurser på universitetsnivå. Studien stödjer sig främst på observationsdata men även intervjuer och dokumentstudier ligger som grund för analysen. Empiriska data har analyserats med ett praktikteoretiskt perspektiv – ett perspektiv inom sociomateriell teoribildning. Resultatet visar att undervisning online kännetecknas av en förkroppsligad sociomateriell praktik. Lärarkroppen kan förstås som både multipel och tätt sammanvävd med teknologi. Vidare används lärarkroppen i undervisningssituationen för att reducera komplexitet men även för att, tillsammans med annan materialitet, prefigurera vad det är för typ av undervisning som kommer att utspela sig. Vidare kan lärarinterventioner i onlinemiljöer förstås som relationella till både tekniken (det vill säga det virtuellt materiella arrangemanget) och lärares göranden och säganden (det vill säga undervisningspraktiken). Lärarinterventioner syftar till att göra arrangemanget begripligt för studenterna. Studien visar att lärarinterventionerna arrangerar både studenter och informations- och kommunikationsteknologi (IKT) i syfte att få dem att fungera som en undervisningspraktik. Den undervisningspraktik som uppstår är inte given på förhand utan emergent. Den karaktäriseras av ett samspel mellan virtuell materialitet och social praktik där asymmetriska relationer mellan lärare och IKT råder.

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Behrens, Nicholas A. "Improving system dynamics teaching using online surveys and exercises". Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36796.

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Thesis (M. Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.
Includes bibliographical references (leaf 50).
As the world becomes increasingly connected, traditional problem solving and decision-making skills becomes less effective. Complex systems found in nature and society exhibit long time delays between cause and effect, feedback, and non-linearity making it difficult to reason effectively about system behavior. Recent studies have shown even highly educated graduate students lack basic systems thinking skills indicating a need for improved system dynamics education. This paper describes the development of a two new tools for improving system dynamics education: a stock-flow simulator that allows users to experiment with simple stock-flow systems, and a web application framework for building system dynamics surveys. This framework is used to build a survey capable of evaluating systems thinking skills and compare the effectiveness of online teaching methods.
by Nicholas A. Behrens.
M.Eng.and S.B.

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Cameron, Nancy G. "Best Practices for Online Teaching: Building a Learning Community". Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7043.

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Barac, Tijana, Norah Navér, Filip Nystrand i Elisabeth Ryan. "An Online Catalog of Tools and Techniques for Teaching". Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-385650.

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There are many different techniques and tools to make education more diverse. Finding information about these techniques and tools though is not always easy. To help teachers in their education, this project is about creating a website that functions as an online catalog of tools and techniques. Our main focus is the interface of the website, making the catalog easy to use. The target group is teachers at Uppsala University. To find the best implementation the design of the interface, we began by creating different user stories and building a prototype. The prototype was tested by friends and family of the project team. With feedback from the test, the interface was built, the implementation was then tested by users from the target group. The result was a well-tested website with an, according to the result from the user tests, easy-to-use design. The result was considered useful by the stakeholders. The website will be used by The Council for Educational Development at the Faculty of Science and Technology at Uppsala University (TUR).
Det finns många olika tekniker och hjälpmedel för att göra undervisning mer modern men det är inte alltid lätt att hitta information om dessa metoder. För att underlätta för lärare i deras undervisning, är detta ett projekt med mål att skapa en hemsida som fungerar som en online-katalog med tekniker och hjälpmedel. Huvudfokuset är att skapa ett gränssnitt till hemsidan för att göra katalogen lättanvänd. Målgruppen är lärare och föreläsare på Uppsala Universitet. För att hitta den bästa designlösningen till gränssnittet, började vi med att skapa olika användarhistorier och med att bygga en prototyp. Prototypen testades av vänner och familj till projektgruppen. Med kritik från testen byggdes gränssnittet, det implementerade gränssnittet testades sen av personer från målgruppen. Resultat var en vältestad hemsida som, enligt resultat från användartesterna, hade en design som var lätt att använda. Resultatet ansågs även vara användbart av projektets intressenter. Hemsidan kommer att tas i bruk teknisk-naturvetenskapliga fakultetens universitetspedagogiska råd på Uppsala Universitet (TUR).

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Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS". [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).

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Mitchell, Lorianne D. "Best Practices for New Online Management Education Instructors to Overcome Resistance to Online Teaching: New Insights". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/6771.

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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.

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Smith, David. "Online Education and the Pandemic: A Narrative of the Experiences of First-Time Online Instructors During the Spring 2020 Semester". Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3880.

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The purpose of this qualitative study was to explore faculty members’ accounts of their experiences as first-time online instructors during the Spring 2020 academic semester as a result of the COVID-19 pandemic and the resulting mandatory shift to online instruction. The rapid and widespread nature of the outbreak created an unprecedented phenomenon that significantly impacted instructors with no prior experience teaching courses in a fully online fashion. I interviewed 10 professors from various disciplines with at least three years of teaching experience in the traditional classroom. Each instructor was asked to express how the pandemic affected them personally as well as how the mandatory shift to online instruction affected their teaching style. They were also asked to describe the role that institutional support played in their experiences during the pandemic and to share their feelings regarding how COVID-19 has altered the future of higher education. The analysis of this data identified the following common themes: the instructor, the discipline, the students, survival and adaptation, innovation and evolution, on-camera presence and etiquette, synchronous versus asynchronous, administrative leadership, technical support, the new normal and the lasting effects, the balance between in-person and remote instruction, and the notion that higher education is moving forward to a new reality rather than backward to a pre-COVID-19 atmosphere. These results can benefit institutional leadership and faculty in the development of hybrid and online courses.

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Crone, Eric E. "Teaching with the Internet, the online university as media hype?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62712.pdf.

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Dolloph, Frances M. "Online higher education faculty perceptions, learning, and changes in teaching /". Morgantown, W. Va. : [West Virginia University Libraries], 2007. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=5296.

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Thesis (Ed. D.)--West Virginia University, 2007.
Title from document title page. Document formatted into pages; contains vi, 152 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 110-122).

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Wong, Christopher M. Eng Massachusetts Institute of Technology. "Kid's Survey Network : teaching data literacy with multiplayer online games". Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53130.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.
Includes bibliographical references (p. 66).
Current advancements in technology have permeated modern society, especially among the younger generations of computer users. Today's youth have grown up accustomed to video games and online social networking as standard elements of life. In contrast, many people of all ages today do not have a good grasp of data literacy. Many people simply do not understand statistics, charts, graphs and other survey data, which are all very commonly used in all aspects of everyday life. Kids' Survey Network is a large project that aims to focus the comfort and proficiency that middle school students have with web technology into an effective education tool to teach data literacy. This thesis project entails the creation of a suite of multiplayer learning games that reinforce the various other components of Kids' Survey Network.
by Christopher Wong.
M.Eng.

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Makani, Betty. "Undergraduate business student perceptions of teaching presence in online classes". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20567.

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Doctor of Philosophy
Department of Curriculum and Instruction
Rosemary Talab
The purpose of this study was to examine undergraduate business student perceptions of teaching presence in order to scale up online learning to improve access to quality education. This study also responded to Senate Bill 520, calling for the improved online course quality. The data were obtained from 437 undergraduate business students (response rate 79.17%). A non-experimental, cross-sectional survey design was used, incorporating the Teaching Presence Scale and Lukow’s Attitudes Towards the Use of Technology Survey. Teaching Presence was the theoretical framework. Data analysis regarding the participants’ personal characteristics indicated that their perceptions of teaching presence were not influenced by age. A statistically significant difference was found in the participants’ perception of teaching presence by gender (p<.05), as well as instructional design, and course organization. Data analysis regarding participants’ contextual characteristics indicated that perceptions of teaching presence were not influenced by course duration. However, a statistically significant difference was found in the participants’ perception of teaching presence based on class level, p<.05. Significant differences were found in communication, assessment and feedback. Data analysis of technographic characteristics found no statistically significant influence on participants' perception of teaching presence. Recommendations for the research setting were in the areas of learning environment engagement, online teaching pedagogy, online course materials development, communication and feedback, faculty development and student technology resource and support. Future research on perceptions of teaching presence from the instructor’s perspective, student characteristics in terms of race and ethnicity, impact of audio and video feedback, and expansion of the student population to other disciplines were recommended.

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Kelley, Tracy M. "Kun8seeh : an online approach to teaching & learning conversational Wôpanaô̂t8âôk". Thesis, Massachusetts Institute of Technology, 2020. https://hdl.handle.net/1721.1/129118.

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Thesis: S.M., Massachusetts Institute of Technology, Department of Linguistics and Philosophy, September, 2020
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references.
Kun8seeh is aWôpanaô̂t8âôk teaching and learning website. The primary objective for the website is to increase language access to all Wôpanâak language learners through the use online learning materials that accompany audio and visual material. Kun8seeh provides more opportunities for students to engage in language learning based on a student's availability, geographical location, and learning style. Currently, most community language access requires a student to live in close proximity to reservation lands and requires that they attend a class in person. Most classes offered meet once a week for 1-2 hours, depending on the availability of the instructor, thus making immersion environments sparse and increases in speaking fluency a great challenge. Kun8seeh is the first online learning opportunity in the Wôpanâak community with lesson plans, games, and books that students can see, hear, and access from any device that can access the internet.
by Tracy M. Kelley.
S.M.
S.M. Massachusetts Institute of Technology, Department of Linguistics and Philosophy

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Parlamis, Jennifer D., Noam Ebner, Lorianne D. Mitchell i Roy Lewicki. "The Medium, the Message and the Methods: Teaching Negotiation Online". Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8316.

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Watters, Georgia George. "The Experiences of Military Parents Homeschooling Using Online Teaching Resources". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/529.

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U.S. military members and their families relocate from one duty station to another on average once every 3 years. Children in military families change schools often, introducing potential problems such as struggling to make new friends, having trouble adjusting to new teaching styles, and losing academic credits due to the transition from one school to the next. Homeschooling that incorporates online resources can provide instructional continuity, social interaction opportunities, and submission of required periodic assessments. The primary purpose of this phenomenological study was to examine the experiences of military parents involved in homeschooling their children using online resources. The research questions were designed to explore these experiences and to create recommendations for other military families. A conceptual framework based on a constructivist learning approach and change theory informed this study. Data were collected from 9 parents with many years of experience homeschooling. The parents were interviewed via phone, e-mail, and Skype. Data were analyzed using open coding, axial coding, and hierarchical coding. Parent participants chose homeschooling due to dissatisfaction with available schools, family location, and flexibility. Online resources were described as making it easier and more engaging for students to learn and as simplifying the parents' instructional and management tasks. These alternative methods replaced or augmented traditional educational methods. Parent participants encouraged other parents to reach out and seek help early in the process. This study promotes positive social change by providing resources for alternative ways children can be educated while one or more military parent is serving and defending the United States of America.

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Keramidas, Cathy Galyon, i Michael Mayton. "Who's Ready to Learn Online?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/517.

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Online coursework is common in Special Education Programs that train teachers for rural areas. Does every student have the potential to learn well online? This session will discuss a study where half of the students were face-to-face and the other half were online. The two sections will be compared.

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Rozprawy doktorskie na temat „Online teaching”

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