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Online Teaching - Science topic

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Why we provide theoretical lectures through physical presence in the classroom especially in higher education institutions? In my opinion, we have to deliver theoretical courses through online modalities such as Zoom. We can save chalk, marker, duster, classroom, LCD projector and soon.
Could you share your experiences? Especially, what are trends in both developed and developing world? Which side is better, physical presence in class vs online?
Thanks in advance for sharing your experiences: past, present and future
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Well, I appreciate your insightful question. The choice of the mode (s) of teaching and learning is/are driven by the educational, social, economic, cultural, among other variables. The presential mode is more human, authentic, interactive, and direct compared to the virtual. As a matter of fact, blended teaching and learning seems to be the alternative when the face-to-face mode cannot be maintained. Personnally speaking, I met many challenges in going virtual with my classrs amid the pandemic. How do you perceive of these modes of instruction and learning?
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Has anybody done research on the comparison of in-class teaching vs online-teaching (during covid 19 pandemic):
e.g. effects on learning progress, student satisfaction, sucess in exams, ....
Thank you for any hints.
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Dear Prof. Günther!
I have personal experience in using Moodle in the near "pre-COVID" era and now the "late-COVID era: I attended a professional football training course set for coaches. I am coaching children with disabilities (aged 6-13) at the Helsinki HJK Football Club. The training -sessions included only online sessions during the first half of 2020 (February -June 2020). The course was carried out by the Finnish Football Association. My observations are similar to that of Mr. Ternyik: I fully agree with his comments! During March - June 2020 over half of the attendees interrupted the course, including me. I decided to start over in 2022....
Yours sincerely, Bulcsu Szekely
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The covid pandemic caused a major shift towards online education. We all know the benefits for the students like more flexibility, lower costs, maybe more efficiency, but students also complain about problems like lack of infrastructure, lack of in-person interaction, the need for self-discipline, and the risk of feeling isolated. The institutions invested in the infrastructure, in the training of instructors, in some cases also in the standardization of course content, and benefit from substantially reduced costs for the environment.
As a teacher, how are you affected by online education? What do you think are the pros and cons? Do you think that online courses are more efficient than traditional face-to-face courses or on the contrary? Do you think that the difficulty of in-person interaction is a serious flaw in online education? Is developing an online course a burden or an interesting task? Do you think that the scope of online education should be reduced if the situation in the pandemic allows it?
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If I were to discuss in detail the pros of cons of online teaching, it would certainly need a wide scope to cover the topic. To put it briefly, I would say that online teaching has been one evil we couldn't escape! The Pandemic forced it abruptly upon schools and universities in many regions in the world that were not prepared to implement it. As time progressed, authorities realized the necessity of the needed infrastructure which would have lessened the so many hiccups emerged during the process.
Now, online teaching has become a reality that cannot be denied and would stay as an important means not only in emergency circumstances as that of COVID-19!
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I am interested in developing best practice guidelines for the use of discussion forums to support online distance learners. Do you have any resources and/or references that you recommend?
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Dear Prof Orna Farrell , as Tom Worthington mentions, forums can be used either as a specific assignment or as a general component of active participation. Moreover, I use them whenever possible to motivate distance education students through playful metaphors [1,2] towards a vibrant community of inquiry [3,4]. The great rubric by Liz Ware can be also useful if you decide to gamify your entire course [5].
[1] Mystakidis, S. (2021). Combat Tanking in Education - The TANC Model for Playful Distance Learning in Social Virtual Reality. International Journal of Gaming and Computer-Mediated Simulations, 13(4).
[2] Mystakidis, S., Filippousis, G., Tolis, D., & Tseregkouni, E. (2021). Playful Metaphors for Narrative-Driven E-Learning. Applied Sciences, 11(24), 11682. https://doi.org/10.3390/app112411682
[3] Mystakidis, S. (2021). Motivation Enhancement Methods for Community Building in Extended Reality. In J. A. Fisher (Ed.), Augmented and Mixed Reality for Communities (pp. 265–282). https://doi.org/10.1201/9781003052838-17
[4] Paulus, T., & Scherff, L. (2008). Can Anyone Offer any Words of Encouragement ?” Online Dialogue as a Support Mechanism for Preservice Teachers. Journal of Technology and Teacher Education, 16(1), 113–136. Retrieved from https://www.learntechlib.org/primary/p/22883/
[5] Mystakidis, S. (2020). Distance Education Gamification in Social Virtual Reality: A Case Study on Student Engagement. In 11th International Conference on Information, Intelligence, Systems and Applications (IISA 2020) (pp. 1–6). Piraeus, Greece, 15-17 July 2020: IEEE. https://doi.org/10.1109/IISA50023.2020.9284417
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I've recently published the following article in the Korea Times.
I am curious, how does your university deal with online technology during a pandemic? It would be nice to hear various opinions in this discussion.
Thanks in advance.
Virtual learning environments during pandemic
Nobody could predict the impact that COVID-19 would have on our world; it changed so much of our daily routines. The stigma of living in the new normal is haunting. As unhinged, to some extent, as it might seem, and maybe even unrealistic, the world doesn't stop revolving and functioning even as such a detrimental health crisis falls upon its shoulders. A lot of changes have had to take place within the ongoing duration of the COVID-19 virus outbreak. One of those changes made online learning a must, but it's quite a win-win situation. It's common knowledge that today's generation is greatly knowledgeable when it comes to technology due to living in a highly-digitized world. It's rational to utilize the wonders that technology brings into continuing the practices adopted and implemented by the education sector globally, but now through online learning programs. Its implementation makes sense and was rightful because of schools physically closing due to health restrictions. The world of academia is not the only one switching its methods in such precarious times, but it is a very major change nonetheless. Online education is primarily centered on internet-powered platforms, and not every teacher and student has equal access to such services. More so, a bigger concern faced by teachers has to do with teaching methods in the online learning set up. Virtual classes can be intimidating and seem to limit the ways that teachers can impart knowledge to students, forcing them to be creative in the teaching methods they use in order to promote a collaborative and interactive learning environment. Also, the online education set-up entails a higher average of screen-time which leads to health issues such as poor vision and posture. Similarly, excessive screen-time and long video-conference hours can lead to "Zoom fatigue." In simple terms, Zoom fatigue, or fatigue from any video platform, is the feeling of tiredness that a person encounters after a conference call. Related to this, online teaching can take a toll on the mental health of teachers. Like students, teachers can also feel burnt-out from the constant exposure and workload that happens through screens and technological systems. Stanford University has published an article identifying four factors that contribute to such fatigue. Namely, those are: 1) The overwhelming amount of screen time, 2) The uncomfortable ability to see one's self during conference calls, 3) Typical motion exaggeratedly decreasing due to video chats, and 4) Video calls increasing the difficulty of cognitive tasks. The first one, when explained, had to do with the stress and social anxiety that comes with the awareness of people staring at you during video chats. The second reason is likened to being constantly followed in a real-life scenario but, instead of actually being followed, people are constantly interacting with you through a screen for a lengthy period of time. Thirdly, it's typical that people stay in one place during a video call, and research is continuously coming up with evidence that cognitive performance is better when an individual performs motion. Lastly, in order to get a message clearly delivered during video calls, more effort is exerted because methods of interaction are limited to the screen and technology in use, unlike in face-to-face interactions. Virtual learning environments (VLE), such as Virbela and vAcademia, allow vast opportunities in educational collaborations through the means of virtual environments. Through such VLEs, we are given the chance to use advanced teaching methods by the means of voice-powered technology, presentation options, 3D recording, and academic environment simulations. Through the use of VLEs, teachers are able to promote inclusivity and accessibility for their students. VLEs are highly flexible. Also, little by little, the more students engage with them, the more they become attuned to and are at ease with online classes. Another way that educational organizations benefit from VLEs is through providing an environment that fosters students to have a wider view of the world. VLEs are highly marketable to students across the globe. The San Diego Times released an article in 2020 showing how the 3D technology of Virbela had a new user growth rate of 78 percent, with half of that coming from the international market. It has proven how 3D technology has paved the way for an upgrade of virtual gatherings, meetings, and events. At the same time, the platform allows a virtual space where students can interactively meet while still being remote; a virtual campus of sorts like that of Stanford University. This virtual campus offers a similar interface to RPGs such as Club Penguin and The Sims, with similar features allowing users to choose outfits, interact, and go to classes. Through buttons, users are given the options to let their avatar perform simple actions like nodding and waving, all made possible through Virbela. Davenport University also did the same thing, using Virbela to conduct their online classes through a virtual university, as featured in a Detroit Free Press article. In a 2017 study conducted by Alves et al., it was found that students who have access to virtual learning environments are equipped to achieve a good academic performance, and that the higher the accessibility rate is to virtual learning environments, the better their performance will be. Rushan Ziatdinov (ziatdinov.rushan@gmail.com) is a professor in the Department of Industrial Engineering at Keimyung University, Daegu.
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Dear Prof. Ziatdinov!
I represent LUT University, Finland. There is an ongoing research project at our institution via which LUT tries to establish a feedback - loop within the virtual space internationally:
CEPHEI - Industrial E-Learning:
The coordinator of this community is Prof. Leonid Chechurin, email: leonid.chechurin@lut.fi
In addition LUT University cooperates with companies such as M-Files Corporation to facilitate metadata - based information sharing:
Hope YOU see value in the information I provided hereby, and you will contact LUT University and its partners.
Yours sincerely, Bulcsu Szekely
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Dear Scholars
I would like to have a reference to an authoritative or relatively well-established definition of "online education" or "online teaching" or "e-learning". I also look for definition of related terms, such as "hybrid teaching" and "distant education", "distance learning", etc.
I looked at UNESCO documents to find a kind of international set of definitions, but I couldn't find any. Does anyone have a reference or a source?
Many thanks.
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Dear RG community,
I would like to open this thread in order to have some feedback gain about the importance of creating and developing a virtual teaching portfolio (VTP).
According to Wikipedia [1] an Electronic portfolio - EP has the following definition, I unquote:
"An electronic portfolio (also known as a digital portfolio, online portfolio, e-portfolio, e-folio, or eFolio) is a collection of electronic evidence assembled and managed by a user, usually on the Web. Such electronic evidence may include input text, electronic files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression. If they are online, users can maintain them dynamically over time."
In this thread, we aim to understand the differences between a virtual teaching portfolio-VTP and a scholar blog-SB where not only we share written documentation---but also learning and teaching experiences, becomes crucial for a teacher`s career.
Thank you all.
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The big ideas behind micro-credentials by T. Blackman at The Open University & K. Jona at Northeastern University, Sep. 2021.
Two experts in flexible learning programs discuss the evolution and adoption of alternative teaching models and credentials in higher education.
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During the current COVID-19 pandemic almost all higher education institutions (HEIs) around the world have initiated online teachings, online seminars, workshops, webinars involving large number of teachers and pupils. The question above is for the experts to express their views and comments on the negative aspects of all these online activities.
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Agree Dr Driss Benattabou
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In most cases, educators receive their training before they start working or at the early stages of their working life. In very few cases, they receive retraining to update and upskill. With time the methodologies used by educators become obsolete. With time, there will be a need for retraining and upskilling for the teachers.
Whose responsibility should it be then to retrain and upskill the masses of teachers with outdated ways of doing things? Especially when the environment is completely changed overnight as is the case with the transition from face to face teaching to Online teaching because of the pandemic?
Should the teachers invest in their own training and retraining or the government and other authorities be responsible? What do you think? Please share your thoughts.
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It should be the responsibility of the employer
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I am a language instructor so oral communication is important. Teaching methodologies such as pair-practice are common techniques to get students interacting and comminicating. But...with the virus, many institiutions have strict guidelines about social distancing, student interaction and just having students repeat what the instructor has said. Punctuation practice, or other methods have had to be eliminated. Online teaching tools and sites are helpful but are not really condusive to active language learning. Addtionally, due to wi-fi connectability, number of computers and scheduling conflicts for computer rooms this avenue is not always available. What other methods are instructors utilizing to get learners actively learning a language or other subject?
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Dear Mr. Carley!
You pointed to an essential topic. It is highly important to get student engaged and motivated, COVID-19 pandemic has different impact depending on the region, country, institution and students. The solution is a case - and context dependent issue to consider:
1) Pelikan, E.R., Lüftenegger, M., Holzer, J. et al. Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Z Erziehungswiss 24, 393–418 (2021). https://doi.org/10.1007/s11618-021-01002-x Open access:
2) Çevik, M., Bakioğlu, B. Investigating students’ E-Learning attitudes in times of crisis (COVID-19 pandemic). Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10591-3 Free access:
3) Barrot, J.S., Llenares, I.I. & del Rosario, L.S. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educ Inf Technol (2021). https://doi.org/10.1007/s10639-021-10589-x Free access:
4) Xu, J. Chinese University Students’ L2 Writing Feedback Orientation and Self-Regulated Learning Writing Strategies in Online Teaching During COVID-19. Asia-Pacific Edu Res (2021). https://doi.org/10.1007/s40299-021-00586-6 Free access:
5) Ahmed Al Shlowiy, Ali H. Al-Hoorie, Mohammed Alharbi (2021). Discrepancy between language learners and teachers concerns about emergency remote teaching, Journal of Computer Assisted Learning, Early View, 27 August 2021, Free access:
6) A case-study: Herri Mulyono et al. (2021). The application of WhatsApp to support online learning during the COVID-19 pandemic in Indonesia, Heliyon, Volume 7, Issue 8, August 2021, Free access:
Yours sincerely, Bulcsu Szekely
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Good day. I am looking for expert validators to check the suitability of our questionnaire in assessing the preparedness of our Pre-Service Teachers in their Online Teaching Practice. Hope you can help me. Thank you so much
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I am an assistant professor at department of education, sardar patel university, Anand, Gujarat, India. Can help if needed. My mail if: mohitgoswami@spuvvn.edu
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Online teaching platforms are equipped with different facilities to enable teachers and students to make the best use of the learning environment. These classes are more flexible and convenient. It MIGHT promote life-long learning and computer literacy as well. Additionally, you can save a lot of money by participating in online classes.
HOWEVER, it is not without problems. It can be difficult for the instructors to monitor students' behavior and check their contribution and progress. It may create a sense of isolation in my opinion. This image tell the story:
" In an online course, no one can hear you scream. And that causes discomfort for some online students. Studying alone with only the computer as your companion can be terrifying. There's no whispering in the back of the room, no wise remarks from the peanut gallery, no commanding presence at the front of the classroom pleading for everyone to listen. The online environment is a much different atmosphere that takes some getting used to." ~https://www.montgomerycollege.edu/
Please share the problems that you have faced as an instructor or a learner in online platforms.
THANKS Indeed
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Teachers being made responsible for more than they should
Most of the time, teachers don’t feel that the responsibility is equally shared between them, parents, and students. Unfortunately, they will have to bear a lot of responsibilities on their shoulders.
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Respected RG members,
Online teaching is the adopted teaching modality up till now during the COVID 19 pandemic in most of the countries. Working hours have dramatically changed as a result of that, and that applies to schools and Universities. From your experience, did you find that disturbing to normal life?
Your participation is appreciated!
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Hi. Yes of course . It is a weak alternative solution .
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COVID-19 put the whole world during the last 18 months in new hard facts. One of them is that universities were looked out and teaching was carried out online. Tell us about the most important experience you accept from online learning. Do you like to continue conducting online, hybrid or in class (physical) mode of learning? Why?
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Definitely, there are some positive aspects of online education.
But, THERE IS NO ALTERNATIVE OF CLASS ROOM EDUCATION.
Thanks and Regards
N Das
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Readiness for online learning-Survey
Are you a teacher or pre-service teacher, a university lecturer or a trainer in an educational organization? And do you have to move to online teaching because of COVID-19? Share your experiences in our survey and learn what others say! It should take maximum 10 minutes to complete.
If you are happy to participate, please click here: https://forms.gle/6BsuDEfA76SZyxHi8.
If you would like more information about the questionnaire, feel free to contact Jo (jo.tondeur@vub.be). You are also free to share this questionnaire with anyone you wish.
Thank you for your time!
Jo, Sarah, Fazilat and Ronny
- Jo Tondeur, Vrije Universiteit Brussels
- Sarah Howard, University of Wollongong
- Fazilat Siddiq, University of South-Eastern Norway
- Ronny Scherer, University of Oslo �
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Thank you so much, Dr. Fazilat Siddiq
I have filled your questionary as well.
Best Regards.
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On a scale of 10 - In different countries -Effectiveness of online Primary education (Scores)
1 UK - 4.9
2 Canada - 5.6
3 USA -5.6
4 Australia - 6.6
5 France 4.6
6 Germany - 6.1
7 Japan - 3.1
8 China - 5.4
Source- Economist - taken from DB (26-6-2021)
Is there any research available or ongoing for COVID-19 impact and effectiveness of online teaching in higher education (Graduate, Master degree course, Professional Courses (Medical & Engineering)
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The first thing which comes to mind in online examinations is the possibility of cheating. Instructors often use different ways like setting up the exam to show only one question at the time and limiting the allotted time for each question. Changing the sequence of the questions might be a good solution too especially if students of the same class are planning to get help from each other. But these suggestions are strongly context-specific.
So, I really want you to share your valuable experience.
Thanks indeed.
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using reliable software for exam
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Online teaching has already become a ‘new normal’ for all levels of teaching-learning process during the pandemic COVID19. Many teachers are slowly trying to get used to this new technique as part of their professional career. Some innovative replies to this question will help all those teachers who have been trying to bring substantial improvement in their online teaching method.
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Interesting question and replies. I guess the basic pattern is the same as with every teaching approach: planning, evaluating, replanting, seeking information etc.
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Due to the pandemic crisis, institutions opted for an unplanned online teaching for the safety of its students.
While some believe that emergency remote teaching is as effective as other types of online teaching, others argue that this unplanned procedure diminished the effectiveness of distance learning and would hardly lead to ultimate success.
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Elearning "per se" is a teaching technique with a learning theory and a teaching philosophy, Prof. Jouhaina Ouachtati.
Emergent remote learning due to CoV - 19 is just a mess, at least in my country.
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What online whiteboard do you use? Does it have limitations for the max. number of users? Please tell the advantages and disadvantages.
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Dear all, please note the following list of free software.
You are welcome to share the hyperlink with your colleagues.
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One of the challenges of online teaching is to sustain learner motivation and interactivity throughout the course. How do you sustain interest and zero in the peripheral learners in a virtual learning environment
I need techniques that can be useful in motivating learners and sustaining interest among those who may otherwise simply flow with the rest during the course without making any active participation.
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Grading discussion forums for each unit or block, Prof. Daniel Otieno.
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English Business Communication and Soft skills became the necessary basis for doing business in the global digital era. Wherever business communication fails, the business loses money and becomes a failing business. Therefore the real-world communication cases for Professional and Business English should be the main focus of corporate training and university teaching.
Eventually, as teachers and trainers, we are supposed to get our students and clients prepared for the real-world scenarios of online communication, which is a basic acceptable level for Business Communication these days. Bringing students into the curriculum building process makes them co-own the learning responsibility and increases the involvement and satisfaction from the course, it works at corporate classes, language schools/departments and even in universities with strictly licensed curriculums.
In order to fight the possible uncertainty and impostor syndrome, getting to know who the students are and what exactly are their learning goals does help to create a crafted, authentic course. The problem with Teaching Professional English is always to understand and more importantly to make stakeholders and end-users understand that you are not supposed to be a certified Software Engineer, HR specialist or MD in Pediatrics to teach the specialists business communication tactics or practice how to use the immediate real-life situations and sources as learning leverage.
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Dear Yuliya,
Very practical discussion.
But the solution is very very problematic.
Learning any language to communicate for our daily needs is one thing.
And,
The language for a particular purpose is different.
I mean , we can learn English for communicating by a process and we need practice to speak.
But, whenever we think related to a particular subject based language, basically English , the terms used are totally different.
Each subject has its special terms.
Medical persons use medical terminology, Physics people use Physics terminology and so on.
It is not possible to know all these for any person ( I feel ).
Similarly, for business, there are different terminologies.
All the terms are there in 12 Vol vast Oxford Dictionary.
So, I think , there is a problem . This is for any language.
Thanks
N Das
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Hello. Apart from Zoom, skype and google classroom what other platforms can be used for teaching online? And how viable are they?
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I prefer to use Zoom
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With lesser time spent face-to-face in light of the pandemic, one wonders whether online classes can substitute for the experiential learning that used to take place between in-person teachers/experts and students/learners
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Case based learning is an experimental learning.
But
All Experimental learning are not necessarily case based.
I explain:
Case based learning are highly needed and are the practical learning in some areas like Law, auditing etc.
But for branches like Physics , Chemistry , there is no case based study as such.
For these branches , the Laboratory Experiments are the practical studies.
For Engineering branches like, mechanical, Civil, Electrical and many other branches there are need for laboratory based practical studies as well as case based studies.
I think the difference will be clear from the discussion.
If any query , please tell me . I will try my best to make the difference clearer.
Thanks
N Das
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Dear all,
What tool can be used to measure motivation in scholars, teachers and students who are in home isolation or work remotely?
Any specific tool suitable for all people involved in Academia and Education? Or any brief standard measure to investigate motivation?
This question rised from a recent talk with my colleague, who expressed a bit of regret about students' lack of attention (camera offs, chating with smb else) via Zoom classes.
Moreover, many scientists and school teachers have admitted this on social media or even in Nature column (https://www.nature.com/articles/d41586-020-01292-x).
Please, share your thoughts. Thank you.
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Dear Anastasia Peshkovskaya I agree with the statements by Cheza Olmoguez and Bulcsu Szekely
Regards!
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Because of the pandemic, COVID19, online teaching is the best solution for many educational institutes and universities to enable students to attend classes and continue their learning process.
Do you think that online teaching is able to replace physical classroom/face to face teaching for all school/ college modules????
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Online Teaching can be an exciting way of meeting people across the world without having to leave home. You'll learn about your student’s culture, experiences, and perspectives in the lessons. You will also have the opportunity to share your own experiences and way of life, contributing to the mutual understanding between cultures and building global bridges one student at a time. But yet, physical teaching has a crucial role in any teaching process. In the end, online teaching is a supplementary tool for physical teaching.
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Hello there,
I am currently categorizing trends in best practices advice given to college and university faculty. Are there any resources, organizations, or colleges/universities that you consider authoritative with respect to their production and distribution of recommended strategies to your online teaching? Just curious if there are resources I might not have considered.
Thanks!
Pam
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Ok
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Dear colleagues,
Can you, please, share some useful teaching tips for teaching accounting and finance courses on-line? Some useful web-sites/tools/sources will be really helpful. I would like to make my online accounting courses interesting, useful and attractive for students.
I like the website: http://teachingandlearningtoolbox.com/ where you can get a list of different digital tools. But can you share the tips that you really used and that worked well?
I want to change students' opinion that "accounting is boring"! :-)
Thanks a lot for your input and help!
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Dear Tatiana,
I agree with you "our students oppinion Accounting is boring!!" beacause Accounting is a career not a theoretical materials and they must practice its application to learn it. I suggest online CMA courses will be useful for achieve that.
Best regards,
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Dear RG members,
In response to the ongoing outbreak of coronavirus, all face to face classes have been suspended. in this regard, how to keep students engaged in online learning? especially those who spend most of their time online.
Regards,
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Prof. Luqman M Rababah, I like the way that short videos, short articles and short assessments are used by Khan Academy to provide instruction online.
Khan Academy's style is based on experience.
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The online teaching process is the best alternative teaching method for students or not? Need your valuable suggestion.
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Yes, if we are talking about it as an option but not in comparison to traditional classroom teaching. Classroom teaching method is best suitable for school education and higher education system. However online mode is best suitable for imparting lifelong learning courses or short term certificate courses where the learners need to study on their own and learning materials are provided by the institutions.
Thank You.
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CoVID-19 has affected teaching and migration to an online platform is inevitable. What are the ways to do so and what makes it a smooth transition?
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Jasvinder Kaur Bhatia that is an excellent question and one which I am afraid has no quick and easy answer (although Anton Vrdoljak , I love screen cast o matic). The Journal of Literacy and Technology has just published a rapid response journal on this very subject. I will be the first to admit that some of the findings are not the perfect answer that everyone is looking for but they do speak to Heena Chawda 's excellent point that whether we like it or not, chalkboard or no, the educational world has fundamentally changed. This scholarship within the journal was created by people in the pandemic, for people in the pandemic. If preferred technology is what you are looking for (LMS, video sub-systems, and the like) this is probably too in depth for your needs. If you want a more expansive look at the issues it might be helpful as an expose on first findings in suddenly online research.
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You all know in the current situation the only way to teach students is via online medium. To teach students two approaches are used:
1) Make a video and share using whatsApp
2) Live teaching using Google meet, ZOOM and other sources.
My point of discussion is what is the main important factor when you make videos for technical courses.
A) Content
B) Visuals ( includes animation, colors)
C) Connection with students
Thanks
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In distance teaching the interaction is always difficult to be attracted, so the teacher needed to present shortened and summarized material, use different methods of illustrations
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Covid 19 pandemic taught many lessons to the mankind. Online teaching were encouraged in every stage of education. Delivering online teachig was successful to great extent in university education. But, it was not so much effective in school education due to many reasons.
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Hi this is a small survey to assess how teachers are promoting creativity in online classrooms. Pls click the link
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I have completed your survey. Thank you.
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Since, Education Institutions have been shut all across the world due to COVID 19 Pandemic. As a result, education has changed dramatically, with the distinctive rise of e-learning, whereby teaching is undertaken remotely and on digital platforms. The transition in education delivery system have impacted various stakeholders primarily (Teachers and Students) in different ways. It is a whole new experience for them. Therefore, this survey is conducted for analysing their experience with regards to online teaching. Your responses shall be kept confidential and will be used for research purposes only. May I request you to please spare a view minutes and share your experience with regards to online teaching. Teachers and students both are welcomed:-
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Face to face teaching more effective than online teaching.
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Dear Colleagues,
Our University, Suleyman Demirel University in Kazakhstan, is inviting speakers from different parts of the world to share their experience in Distance Education.
The themes of the presentations or discussions could potentially be as following:
1. Assessment in Distance Education
2. Academic integrity in Distance Education
3. Teaching Methods in an online format
We would highly appreciate your help as teaching online is not something we can claim to be fully ready for.
For further questions you can contact me at bibish.ashayeva@sdu.edu.kz
Thank you,
Bibish
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Online teaching methodologies that can be adopted during this lock down
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Open source and simulation software based tools may helpful for learners and Tutors
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The spread of COVID-19 has led to the closure of educational institutions all over the world. Such closure accelerated the development of the online learning environments within those institutions so that learning would not be disrupted. The coronavirus pandemic has tested the readiness of centers to deal with a crisis that requires online and remote measures. Many were not prepared, but it is important to review the reasons for offering students online classes, which go beyond periods of confinement.
Therefore, I thought of conducting research to identify the Effectiveness of Online Learning during COVID-19 Pandemic according to the Teachers’ Perspective. You are kindly requested to participate in this research and give your honest responses.
All responses to this questionnaire will be held and treated in strict confidence and used only for research purposes. Please provide background information about yourself. Thank you very much for taking the time to complete the questionnaire, and your contribution is very much appreciated.
Samanthi Wickramasinghe
Senior Lecturer/Faculty of IT
Horizon Campus in Sri Lanka
kindly send you feedback using below link respectively:
Teacher/Lecturer Point of view - https://forms.gle/4oDVxeunUVkyTd1E7
Student Point of view - https://forms.gle/wzLv5ZrRqthBbxud8
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J. D. Wallace Thank you for sharing that link. I submit a paper for the special issue.
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Dear colleagues,
If you have shifted from teaching face-to-face to teach online, due to the COVID-19 pandemic, we would appreciate your cooperation in filling-up this short survey:
Our goal is to examine online instructors' interest in data about learners' activity (by comparing face-to-face and online classes).
Thank you for your time and stay safe!
Dr. Maya Usher
Dr. Arnon Hershkovitz
Tel Aviv University's School of Education
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This is interesting and a major concern. I am also working on the challenges faced by students and lecturers in adapting to sudden drift from face-to-face to online teaching and learning. Both parties and management of these higher institutions are deeply affected. I have filled the questionnaire. All the best
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Looking forward to creating a set of resources for everyone to easily access and learn from.
While I have been trained to teach online and in hybrid environments, many teachers and faculty are being suddenly through into a new realm with the onset of quarantine measures regarding the coronavirus.
What are your tips for best practices, insights, tips on teaching online? For instance, do you like using synchronous means of interaction via Zoom room perhaps, or asynchronous methods? How do you manage group work? Do you use PowerPoints with voice over? and how do you manage creating an inclusive online environment for those with disabilities or varied cognitive learning styles?
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I am developing some PowerPoints with voiceover using Screencast-o-matic.com, which I was encouraged to use during an assignment task as part of the master's in education I completed recently. I will need to do more 'live' classes, but I think my aim overall is to use a combination of both. It is good to read from other posters that learners are apparently adapting quite quickly. I have a friend teaching younger kids and he told me that after a positive experience initially, several of his students have ADD, for example, and the challenges or even difficulties in managing these in a real-world class are intensified online.
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Waiting your answers
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All: check Screencast-O-Matic (Screen Recorder & Video Editor)...
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With COVID-19 universities around the world are switching to online courses overnight. However, many faculty are not used to online courses and do not have the platforms that will make this task easier. Some platforms are expensive and have a steep learning curve. Thus, I would like to know if there is software out there that is simple, affordable or free, and flexible enough for online teaching using a variety of resources, such as PowerPoint presentations, PDFs, videos, photos, and whiteboard.
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For video conference Jitsi meet is an excellent platform, it is completely online and free, just create a room from the page and share the link.
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Co-teaching in synchronous and asynchronous online contexts
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Here is a study a colleague and I worked on a few years ago. Section 5.3 includes recommendations for practice.
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I am intrested to knwo if you made real time measuremenst with your android mobil phone and how have you transmitted your data to your Pc or Laptop for showing online to yor students. Is there any free apps for data transform?
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Thanks, I have seen their nice presentation on GIREP conference.
Actually GIREP 2019 will be in Budapest!
You are welcome to join us.
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I am performing a study on Online Teaching and Learning.
If you could fill in this survey, that would be a GREAT HELP
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Done!
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Are online teachers/ e-tutors/ e-moderators considered equal to face-to face teachers in your country with particular reference to social and intellectual prestige? Or do they still lag far behind either because of the lack of awareness about online learning or because of the abundance of face-to face teachers?
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They enjoyed the same status with the so called face- to- face teachers in Nigeria. The only difference is that the internet teachers might not have the privilege to interact with their students like the face to face teachers.
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I intend to evaluate an virtual environment with teachers in training in the subject area of this environment (e.g. licentiate student in physics or chemistry). Any suggestions on how I can conduct this assessment? Questionnaires or papers that perform this type of research?
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Kindly I would like to propose my 2 articles that you read:
1. Pellas, N. & Boumpa, A. (2015). Open Sim and Sloodle integration for pre-service foreign language teachers’ continuing professional development: A comparative analysis of learning effectiveness using the CoI model. Journal of Educational Computing Research.
2. Pellas, N. & Boumpa, A. (2015). Blending the CoI model with Jigsaw technique for pre-service foreign language teachers’ continuing professional development using Open Sim and Sloodle. Education and Information Technologies (to appear).
Please find them in the above sources or in my profile.
Kind regards
NP 
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I'm studying educators' decision making process when organizing online educational sessions. I want to know what adjustments related to content, pedagogy, organization, etc. are made when one designs and delivers content online.  Yes, educators make a lot of adjustments related to content, pedagogy etc. to meet learners' needs. How often these adjustments are related to the online technology? Could anyone share their experiences of online teaching? Or do you have related literature on this topic? 
My study context is about online mathematics teacher education. Does anyone have experiences of designing online mathematics courses, or mathematics teacher courses?
Thank you so much!! 
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Dinglei:
My concern with your question is that it implies that to teach online you tweak a f2f course, rather than rethink the pedagogy.  Some of the answers you've gotten respond to your question as asked, but basically explain a redesign of pedagogy.  Of course, what's missing from your question and some of the responses is the detail about what type of online course you/they are talking about.  My big issue with research about online education is the failure of the researcher to be specific about the instructional approach/pedagogy they study; report on.  There's a big difference between asynchronous and scheduled asynchronous, and synchronous, without mixing in blended.   They are different.  Have different pedagogies, and different approaches to content (or should) .  To think about those differences as tweaks or to only tweak a f2f course lessens the quality of online learning.
A different take
Ray
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I recently came across a post (see below) entitled "Death of the Discussion Forum”.  The title seems a little harsh, but the points made were fairly reasonable.  So I was wondering what impact this possible trend had for online courses that were asynchronous. Do students REALLY like this mode of communication?  We have a synchronous MEd program (see below) where students meet each week in Adobe Connect.  They appear to love it and are quite connected.  Completion rate is 95%.  So I was curious if anyone had similar experiences or knew of research comparing these two modes.
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I think you're right Robin, that the instructional design needs to create a really strong motivation to participate. As both a student in online courses, AND an instructor, I find that the online discussion must be compelling. For example (just as in class) if things are relevant and controversial. In my experience, topics or questions that hit a nerve cause people to weigh in. Just like when certain articles (and not others) prompt vibrant comments in online publications. I think this hits on what Debra Sharon Ferdinand posted above - the controversy inherent in a debate can be a motivator. I also found that lots of "behind the scenes" private emails between instructor and student can prompt addtional comments. I like to avoid dominating online discussion as the instructor, and avoid singling people out publicly, but emailing with questions or requests to expand on this or that (social presence!) can help to structure the discussion and keep things really lively.
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I am interested in studying students reasoning while learning a measure of variation and how making connections to the measures of center can improve retention. How is variation, more specifically the Mean Absolute Deviation (MAD) taught in sixth grade, and has there been any research that might be related?
I don't yet have a clear hypothesis, but a muddy one might be  that a group provided with extended relational instruction (where connections are made between a measure of center and the MAD by both computing the MAD as a percentage of the measure of center as well as computing an expected range of values) will perform better on posttest and retention evaluation assessments for center, variation and proportional reasoning than another group (with the same teacher) who are provided with computational reinforcement for their additional instruction time. 
It seems most instructional material I have seen (NC Mathematics "How MAD are you and LearnZillion.com for example) has the student compute the MAD, but not connect or relate it to to the center by computing an expected value range or expressing it as a percentage.
Thanks in advance for your assistance!!! 
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Hi Sheri,
I am not convinced that 10 and 11 year old students need to learning about Mean Absolute Deviation. From my perspective they should be embedding the concepts of expectation and variation rather than working on statistical measures which will likely be meaningless to the mathematical contexts in which they find themselves. Regards, Kevin.
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I am looking for a way to compare what our school is doing with others in the field of online education.
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I'm working with moodle and this LCMS records every computer-human interaction. These recordings are represented in log files which can be exported in .csv or .xlsx format and then analyzed, assessed and vizualyzed with some analytical / statistical tool. There are many of it depending on your question, live or post assess needed and amount of data to be analyzed = automatization degree (like just excel, spss, r, tableau, data mining tools). But there is one which is specialized on social interaction (SNAPP: http://www.snappvis.org/?page_id=4). I didn't use it as yet but probably it functions like you need resp. gives you some cues for further research.    
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There are some excellent open access resources available for teaching psychology such as NOBA Psychology: http://nobaproject.com/
Would anyone have any similar recommendations for teaching biological psychology and cognitive neuroscience in particular? 
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i want to do a research on data mining and as MOOC is still in the begining phase of it's raise , i want to do more studies on that field
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Hello Mohammed and colleagues,
I have collected a series of research and media articles on MOOCS in this site https://delicious.com/scagnoli/moocs , I keep it up to date, I hope you find it helpful.
Norma I Scagnoli
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As you know Walter Lewin is a famous MIT professor its lectures has been cited more than 10 millions time due to its simplicity, experimental verification and delivering method.... Do you know any professor who is best in Optics and whose vedio lectures are available??? i have visited MIT OCW there are some courses related to this but they are not available and those who available not very good as above mentioned lectures so please refer like these online vedios lecture related to Optics.(At Graduate LEVEL)
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Hi Kaleem,
Dr. Raymond Rumpf has great video lectures on computational electromagnetism. His lectures are very good if you are looking for computational methods in electromagnetism.
You might also find the following lectures interesting
and 
"OPTI512R - Linear Systems and Fourier Optics" from University of Arizona. The lectures are available in iTunes U.
Hope this helps.
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Adult group learning in the context of no instructor, but through an academic environment?
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There are a large number of possible angles on your question, but there are a number of possible starting places and search terms that might be useful to you. First of all some search terms:
- "action learning" would be a very close fit for the kind of group process you seem to be wishing to research. Although AL is generally about work-based learning rather than educational settings, the process and principles are actually transferable. More generally I can recommend Joe Raelin's book 'Work Based Learning' as a very good overview of a number of adult learning processes that could be thoughtfully transferred  to formal educational settings.
- an emerging term is "heutagogy", which is a tag specifically given by a small number of researchers to self directed learning, although I read their focus as being largely on the individual rather than the group.
Now to some particular starting places. I come from a management background, so the  places I'd start from are in that field - but will also link you in to theory more broadly. A really good, practically oriented pedagogic (/andragogic) source is the Journal of Management Education. I've included a link to a relevant article from the journal, as an example, below.
For a critically oriented take on the theories you are interested in, I'd also recommend you take a look at the journal Management Learning. Again, I have linked to a relevant article as an example below.
Good luck with your research - I hope that you will post about it here on ResearchGate!
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I am planning to conduct a qualitative research about a mobile app that I used with my students and I want to analyze their perceptions about the usefulness of this app. I have only about 10-15 students who are willing to participate in my study and am wondering what is the best data collection instrument, procedure or set of questions that I should use.
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Without knowing much about the context or the technology it is difficult to help. What does stand out is the difficulty of a teacher asking students to "rate" something their teacher has produced. Naturally they may be reluctant to offer a honest view. One way around this might be to ask them in a focus group or workshop to "help as part of a development team". Here you might ask them what they see the positive and weaker qualities which should receive attention. Asking them what their priorities for development would be and what features etc. are missing might encourage them to be positively critical in a way which gives you an insight into what they feel about your app.
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We are working on a project that investigates the interaction between domestic culture, in our case Arabic culture, and e-learning, using various cultural models such as Hofstede, Hall, Trompenaars and the GLOBE project. The aim of the project is to figure out how much impact the culture has on e-learning practices. The project requires a non Arabic context to contrast with. The contribution would  not entail much effort from your side, preferably a university with an online teaching style. If you feel interested in such a kind of contribution you are most welcome to have a chat over it.
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I have carried out such an experiment while with the Indian Inst of Technology Bombay during 2004-07. This was done with the children of nomadic tribes in Maharashtra. The entire learning course was done using the typical nomadic environment as the environment. More details can be had from GOOGLE using M V ANANTHAKRISHNAN as the search word.
PL feel free to solicit any help.
Dr Ananthakrishnan