Addressing administrator/faculty conflict in an academic online environment

Sellani, Robert J.; Harrington, William

doi:10.1016/s1096-7516(02)00090-8

Cited by 38 publications

(27 citation statements)

References 3 publications

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“…[9,10] At the start of the twenty-first century some education researchers looked at the impact of online teaching on faculty workload. [11][12][13] Generally earlier research supported findings of increased workload for faculty, longer preparation times and complex course structures. Despite this, only two articles were found in CINAHL within the past seven years on the time spent in online coursework and neither of these were research reports.…”

Section: Introductionsupporting

confidence: 53%

Time on Task: Perceived and measured time in online courses for students and faculty

Delgado

Wolf

2016

JNEP

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Objective: A cross sectional, online survey study examined active course time and activity for students and faculty in online courses compared to their perceptions of time. Methods: Student self-reports of their estimated course time and percentage of time on individual tasks, and faculty estimates of student time as well as their own course activity time were obtained. This was compared to actual individual and course summary activity data as recorded by the learning platform (Blackboard). Descriptive and t tests were analyzed using IBM SPSS Statistics 22. Results: Students and faculty generally agreed on the amount of time spent on task in all areas examined (discussion, assignments, tests and quizzes, messaging and communication, information searches, checking instructions and rubrics), but were significantly different for time spent off-line preparing Discussions and Assignments. Discussions, content materials, messaging and grade records were the most active areas. Students believed that the work in the online courses was more appropriate than did their instructors. There was no correlation between active course time and course grades. Conclusions: Students and faculty generally agreed in the amount of time spent actively in an online class, but grossly overestimated their time online. On line time did not correlate to course grade. The study adds to better understanding of the time sent in online courses.

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Section: Introductionsupporting

confidence: 53%

Time on Task: Perceived and measured time in online courses for students and faculty

Delgado

Wolf

2016

JNEP

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“…Most faculty do not have the experience or skillset to design online courses (e.g. Bailey & Card, 2009;Baran, Correia, & Thompson, 2011;Marek, 2009;Moar, 2006;Schrum, Burbank, Engle, Chambers, & Glassett, 2005); faculty are content experts, many of whom have limited coursework or structured experiences in teaching and learning online (e.g., Sellani & Harrington, 2002). The eCD2S is designed specifically for faculty with no previous experience with online course design.…”

Section: Course Design Seminarmentioning

confidence: 99%

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Chen

Lowenthal

Bauer

et al. 2017

OLJ

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Institutions of higher education are struggling to meet the growing demand for online courses and programs, partly because many faculty lack experience teaching online. The eCampus Quality Instruction Program (eQIP) is an online faculty development program developed to train faculty to design and teach fully online courses. The purpose of this article is to describe the eQIP (one institution's multipronged approach to online faculty development), with a specific focus on how the overall success of the program is evaluated using surveys, analytics, and social network analysis. Reflections and implications for improving practice are discussed.

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“…As a student explains: "The use of different learning tools such as videos, Power Point presentations and scholarly paper shows lecturer's interest for supporting and increasing students' learning process". Sellani and Harrington [24] emphasize that motivated students can access the video in their own time. Therefore, teaching tools must approach students from an angle that seems interesting and relevant to them.…”

Section: ) Continuum Mechanicsmentioning

confidence: 99%

Video as a new teaching tool to increase student motivation

Ibarra

Amante

Simó

et al. 2011

2011 IEEE Global Engineering Education Conference (EDUCON)

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Abstract-The main objective of this research is to explore the results of the use of videos as an educational tool which helps increasing students' motivation in any discipline. The study is based on several streaming videos created as a support material for learning and used by 12 lecturers with 487 students in three different degrees of engineering (Mechanical, Industrial and Management, and Aeronautical) at the School of Industrial and Aeronautical Engineering of Terrassa (ETSEIAT). The paper describes the different areas and ways in which this innovative learning tool has been used and emphasizes the skills developed in each application. Finally, it presents the results of the impact of the use of videos upon students' motivation.

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Addressing administrator/faculty conflict in an academic online environment

Cited by 38 publications

References 3 publications

Time on Task: Perceived and measured time in online courses for students and faculty

Time on Task: Perceived and measured time in online courses for students and faculty

Moving Beyond Smile Sheets: A Case Study on the Evaluation and Iterative Improvement of an Online Faculty Development Program

Video as a new teaching tool to increase student motivation

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