A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

Gonzalez, Michelle; Moore, Noreen S.

doi:10.12973/ijem.6.1.223

Cited by 9 publications

(8 citation statements)

References 45 publications

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“…The undesirable preconceived notions about online education commonly held by faculty must be modified or corrected to improve the views of faculty about teaching online and thereby potentially decrease their resistance to the adoption of online education [26]. Additionally, it must be remembered that the faculty's feeling of engagement in online courses was found to be related to both social and teaching presence [27]. There are certain dynamics that work well in face-to-face instruction but do not in online learning.…”

Section: Discussionmentioning

confidence: 99%

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Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

Moralista¹,

Oducado²

2020

ujer

165

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This research determined the perception toward online education among faculty in a State College in the Philippines. This study used a descriptive online survey involving a sample of 27 faculty members. Statistical tools employed were descriptive statistics, Mann-Whitney U test, and Kruskal-Wallis test. Research findings indicated that the majority of faculty had intermediate computer competency and had no training in online teaching, with only a few having a very stable internet connection. Faculty considered online education to result in more academic dishonesty, impersonal and lack feeling compared to face-to-face classes, and difficult to manage in terms of technology. Additionally, faculty were undecided if they are in favor of online education. The faculty significantly differed whether they are in favor of online education based on age, sex, college, educational attainment, years in teaching, academic rank, level taught, and employment status. Faculty of Higher Education Institutions must be provided with continued support and training as they adapt to the new normal in the higher education landscape and as they embrace the instructional challenges brought by the Coronavirus disease 19 pandemic.

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Section: Discussionmentioning

confidence: 99%

“…This study utilized a descriptive, quantitative, cross-sectional research design. Twenty-seven (27) conveniently chosen faculty members in one State College in the Philippines responded to the online survey. This is more or less around 50% of the total sampled population (N=57) where the study was conducted.…”

Section: Methodsmentioning

confidence: 99%

Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

Moralista¹,

Oducado²

2020

ujer

165

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“…The evaluation of their critical comments about learning how to learn finally revealed that the current participants, though not as a whole, knew from experience how shared workload and expertise can accelerate task performance, and upgrade the quality of co-products, and why multiple modalities matter in meaning exchange, but at the same time, accepted the group structure as an enabling condition for such collective scaffolding. Even in most online learning environments, collaborative group work and classroom interaction could not be left out for the sake of student engagement and learning (Gonzalez & Moore, 2020). Our findings thus confirmed previous student reports of time-and effort-saving benefits, improvements in content, organisation, and grammaticality, and enhanced communication via multimodal meaning-making tools (Elola & Oskoz, 2010;Hanington et al, 2013;Kesli-Dollar & Tekiner-Tolu, 2015;Kim, 2018;Mulligan & Garofalo, 2011;Oskoz & Elola, 2014;Sepp & Bandi-Rao, 2015;Sevilla-Pavon et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

Şimşek¹

2020

INT J EDUC METHODOL

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Digital storytelling has undergone extensive study in different content-areas, but its naturally-combined use with collaborative writing for skills development, and reflective practice remains underresearched in pre-service EFL teacher education. This study undertook joint tech-enhanced retelling of L2 texts by 56 Turkish EFL teacher candidates, rubric-based peer and teacher assessment of final products, comparative analysis of complexity, accuracy, and fluency (CAF) between outliers, and process evaluation using the significant learning taxonomy to explore impacts on L2 writing performance, academic learning, and personal growth. Despite assigning lower scores than the teacher-assessors, especially to the top-performers, the majority of peers successfully fulfilled the job, effectively performed the future reviewer role, and positively reacted to co-construction, and technology integration. CAF and reflection analyses indicated that the biggest difference between the highest-and lowest-scoring groups lay in grammatical accuracy, and lack of mutual interaction could account for the less cooperative group's poorer performance. The classification of their post-task responses into six kinds of learning gains (foundational knowledge, application, integration, human dimension, caring, and learning how to learn) also revealed that their collaborative digital storytelling experience (CDS) elicited more procedural, critical, creative and practical thinking on the academic learning front, while disciplinary and integrative thinking may have declined due to more immediate preoccupation with task achievement. Their critical thinking was mainly organised around consensus-reaching, fluctuating membership, and logistical challenges, and most demonstrated a clear understanding of the role of positive group dynamics in group outcomes. Despite heightened awareness of the performanceboosting, character-forming, and motivational benefits of collective scaffolding and multimodal meaning-making, a minority could also discern the instrumentality of innovative teaching techniques in their future classroom practices.

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“…Furthermore, other researchers explored the potential reasons for the faculty preferences of face-to-face mode. Some studies concluded that faculty are usually more critical of online mode due to lack of human interface and presence of dummy students (Gonzalez and Moore, 2020;Dadhich et al, 2021;Wang, 2021). In contrast, some studies have shown that faculty favor online learning because of their inherent desire to update their digital skills and resume (Myers et al, 2004;Malay et al, 2022).…”

Section: Tutors' Preference For Online Versus Face-to-face Pbl Tutorialsmentioning

confidence: 99%

Online or face-to-face problem-based learning tutorials? Comparing perceptions and preferences of students and tutors

Atwa,

Nasr El-Din,

Kumar

et al. 2024

Front. Educ.

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IntroductionProblem-based learning (PBL) tutorials are recognized as an effective strategy for building clinical and research skills in modern-day medical education. Despite the wide adoption of this instructional strategy, worldwide research findings reported noticeable differences in the perceptions towards online versus face-to-face modes of PBL conduction among students and their tutors.MethodsThis cross-sectional analytical study was conducted at the College of Medicine and Medical Sciences, Arabian Gulf University (CMMS-AGU), Kingdom of Bahrain, during the academic year 2022-2023. The study examined the differences in perceptions and preferences among students and tutors regarding online and face-to-face modes of PBL tutorials. The study also compared the performance of 3rd and 4th year medical students who were exposed to PBL tutorials through both modes.ResultsThe performance of students in tutorials in both modes revealed no statistically significant difference. The study found that tutors reported more positive perception toward the face-to-face mode compared to the online mode of conducting PBL tutorials than students, while students reported more positive perception toward the online mode compared to the face-to-face mode of conducting PBL tutorials than tutors. Several advantages and challenges of both modes were recounted by the students and tutors.ConclusionOur study concludes that students were in favor of the online mode of conducting PBL sessions, while tutors were in favor of the face-to-face mode. Comparable performance of students in PBL tutorials implies that the online mode of conducting PBL tutorials might be as effective as the face-to-face mode for meeting teaching objectives and students’ learning outcomes. The difference between perceptions of students and faculty can be attributed to multiple factors including generation difference, previous experiences, and digital literacy. It is recommended that faculty receive proper training for effectively adopting online modes of learning.

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A Comparison of Faculty and Graduate Students’ Perceptions of Engaging Online Courses: A Mixed-Method Study

Cited by 9 publications

References 45 publications

Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic

Towards Emancipatory L2 Instruction: Exploring Significant Learning Outcomes from Collaborative Digital Storytelling

Online or face-to-face problem-based learning tutorials? Comparing perceptions and preferences of students and tutors

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