Experienced online instructors: beliefs and preferred supports regarding online teaching

McGee, Patricia; Windes, Deborah L.; Torres, María Catalina Caro

doi:10.1007/s12528-017-9140-6

Cited by 57 publications

(48 citation statements)

References 31 publications

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“…The authors hope these results will prompt teacher education programmes to consider having in place an Instructional Plan of Action (IPA's) and an Instructional Response Plan (IRP's) to support their faculty when natural disasters or severe pandemics similar to COVID-19 occur. "While faculty members are expert in their discipline and institutions provide support for acquiring content expertise, how instructors develop skills in online teaching is neither systematic nor codified in higher education (McGee, Windes, and Torres 2017). It would be of value for teacher education faculty to have their 'instructional digital technology toolbox' full of resources to work with teacher candidates so they may better prepare to teach students equitably, and with inclusivity, in primary, secondary and other school education settings.…”

Section: Resultsmentioning

confidence: 99%

From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19

Quezada

Talbot

Quezada-Parker

2020

Journal of Education for Teaching

277

168

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The spread of COVID-19 pandemic swept the globe with incendiary events that transformed not only economies and health, but also education at all levels, in all nations, and to all people. The effects on primary, secondary, and higher education were swift, leaving higher education institutions to fend for themselves. In the United States, the delivery of knowledge in a traditional classroom setting changed to exclusively online teaching overnight. This article presents how one California liberal arts college and its graduate teacher education programme prepared its faculty for this significant transition for a different educational setting and teaching methodologies in response to COVID-19. Faculty were resilient to the changes in teaching delivery models of remote/online education that were imminent. The data yielded five themes: Technology-Based Instructional Strategies; Technology-Based Support Office Consultation; Alternative Technology-Based Course Assessments; Feedback for Learning and Teaching Improvement; and Social-Emotional Engagement in Courses, and Support of Clinical Placement that were found to be essential to transitioning to remote/online teaching.

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Section: Resultsmentioning

confidence: 99%

From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19

Quezada

Talbot

Quezada-Parker

2020

Journal of Education for Teaching

277

168

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“…While institutional support is crucial for the successful implementation of online education, some studies suggest that it is often insufficient (e.g., Palloff & Pratt, 2013). The level of institutional support largely affects how online course learning can be implemented and sustained (see, e.g., McGee et al, 2017), but it remains unclear whether or not schools actually meet the needs of the teachers to support online learning.…”

Section: Institutional Supportmentioning

confidence: 99%

“…For teachers with only weak positive perception of their own readiness, it would actually be more important for institutions to have a strong vision and clear goals for online teaching and learning (Hargreaves & Goodson, 2006;Howard, 2019). A lack of consistency across an institution will also affect the experiences of their students, which in secondary education may then be highly variable across their different subjects (e.g., McGee et al, 2017). For teachers in the High profile, they reported very positive perceptions of their institutional readiness.…”

Section: Background Variablesmentioning

confidence: 99%

Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

Howard

Tondeur

Siddiq

et al. 2020

Technology, Pedagogy and Education

133

102

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In a very short time, secondary school education across the globe transitioned to online learning and teaching, in response to the Covid-19 pandemic. This study aims at identifying teacher profiles in secondary education to better understand perceptions of both individual and institutional readiness to transition to online teaching. To do this, the current study grouped teachers on the basis of their TPACK self-efficacy beliefs, online presence and perceived institutional support for online teaching. To date, data have been collected from teachers (N = 222) from 20 countries. The data were submitted to latent profile analysis to identify readiness profiles. The added value of the current study lies in the combined view of individual and institutional readiness and the uniqueness of the dataset. It provides a large-scale international perspective and a wide range of possible experiences. Findings inform how education institutions can personalise and support transitions to online teaching.

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“…The use of multimedia technology can optimize the physical education teaching process, impart high-density knowledge, break through teaching difficulties, and use the powerful graphics processing functions of computers to weaken or eliminate the learning obstacles of abstract thinking and language expression [13]. Sports theory knowledge can be made into vivid curriculum software, so that students can complete the mastery of knowledge even after class (zero class hours) [14][15]. Increase the capacity of knowledge so that students can better master the content they have learned.…”

Section: Application Of Network Multimedia Courseware In Physical Edumentioning

confidence: 99%

Practical Application of Network Multimedia Courseware in College Basketball Teaching

Chen

Wang

2020

Preprint

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With the continuous development of my country's sports industry, many drawbacks have appeared in traditional basketball teaching. This research mainly discusses the practical application of network multimedia courseware in college basketball teaching. Multimedia courseware teaching plan Multimedia courseware teaching plan consists of at least four parts: teaching content, teacher guidance, student learning and multimedia courseware. In the example of this study, FlashMX2004 is used to complete the multimedia courseware of basketball tactics basic teaching. The whole courseware is easy to embed in the webpage and is suitable for wireless network transmission on the Internet. Use the scanner to scan the text part into the computer, recognize it with Hanwang HWOCR5.0 recognition software, and edit it in Word. Use the video processor and audio processor of Kingsoft Hasee II to convert the VCD to the .avi video file format, use Windowsmoviemaker to edit and integrate the edited film, and finally import the required materials into Flash as needed to make the courseware . In order to ensure the correctness and effectiveness of the basic actions in the courseware, the empirical validity evaluation method is adopted, and the validity of the courseware content is tested. After the teaching experiment, in order to test the basic knowledge of basketball tactics and the theoretical knowledge of the two groups of students, a test of the theoretical knowledge of basketball tactics was carried out. The experimental group had 22 people with a score of 90 or more accounted for 27.5%, and the control group had 13 people with a score of 90 or more accounted for 16.5%. The results show that multimedia computer-assisted teaching has a positive role in cultivating students' interest in learning.

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Experienced online instructors: beliefs and preferred supports regarding online teaching

Cited by 57 publications

References 31 publications

From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19

From Bricks and Mortar to Remote Teaching: A Teacher Education Program‘s Response to COVID-19

Ready, set, go! Profiling teachers’ readiness for online teaching in secondary education

Practical Application of Network Multimedia Courseware in College Basketball Teaching

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