Online Faculty and Adjuncts

Betts, Kristen; Kramer, Ronnie; Gaines, Linda

doi:10.4018/ijopcd.2011100102

Cited by 12 publications

(4 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…First, the literature review and interviews with higher education professionals present established research that shows the importance of e-learning accessibility to student engagement. Second, experiences portrayed by instructional designers, technology professionals, disability coordinators, and students show that we must learn to promote and effectively live by an inclusive higher education culture -such as faculty taking the time to view course content through the eyes of students (Betts, Kramer, & Gaines, 2011;WebAIM, n.d.), but commitment and sound policies can make that effort a reality. Lastly, the future of e-learning is what we make of it: institutions can wait for vendors and regulations to determine change, or the students and institutional constituents can demand accessibility and accountability, respectively.…”

Section: Discussionmentioning

confidence: 99%

“…This is an important issue because online instruction is the catalyst for enrollment growth in higher education (Hu & Meyen, 2011). Although accessibility in the e-learning environment is relatively new to higher education, there is reason to believe that online learning will continue to augment higher education as we know it (Betts et al, 2011); those institutions that deliver blended and online courses and programs will need to make accessibility part of their e-learning mission if they are to be leaders and offer an inclusive environment of student engagement (Betts, Lynch, Allen, Alphin, Broadus, Cohen, & Veit, 2012).…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

E-Learning Accessibility Model

Alphin

2013

International Journal of Online Pedagogy and Course Design

View full text Add to dashboard Cite

Using data from 22 in-depth interviews with e-learning accessibility researchers, disability specialists, instructional designers, higher education administrators, and disabled current and former higher education students, a strategic model of e-learning accessibility for disabled college students is developed. Collaboration, including interviews with experts and students, provided an underlying fabric in this study and highlights the need for interdepartmental and interdisciplinary support and communication when developing an accessibility culture. In understanding the opinions, perceived needs, and outright demands of experts and students on the topic of e-learning accessibility, a grounded theory approach resulted in a spectrum of views that was instrumental in developing a framework of which nascent e-learning programs could utilize as a new foundation and established e-learning programs could implement as an inherent aspect of the institution’s culture. Recommendations—including developing e-learning accessibility as part of the culture of the institution, with a focus on collaboration, program evaluation and outcomes assessment—are presented.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

E-Learning Accessibility Model

Alphin

2013

International Journal of Online Pedagogy and Course Design

View full text Add to dashboard Cite

show abstract

“…In practice, both support and disapproval towards online education continue to exist side by side. While some scholars perceive computer-mediated communication as inferior to face-to-face communication (Walther, 2011;Keller, 2013), others point out the benefits of virtual settings as supporting conventional classes (Furlich, 2013); a catalyst for further education research (Betts, 2011); a way of renewing social presence (Turner, 2011;Walther, 2011); increased connection (Gautreau, 2012); and a tool for learning absorption, reflection, and respect (Fivush, 2010), among others. Along this line, Zembylas and Vrasidas (2007), who research different meanings of online silence, discover that not all instances of silence carry an undesirable connotation.…”

Section: The Absence Of Non-verbal Cuesmentioning

confidence: 99%

Ways of making online teaching more successful: An autoethnographic study

Bao

2023

Teach English as a Foreign Lang. J.

View full text Add to dashboard Cite

This article is the author’s professional reflectivity as a TESOL lecturer at an Australian University over the past sixteen years. Observing and responding to students’ interests, concerns, and challenges has allowed this work to take shape. It signifies a range of issues that shape student learning with a strong focus on problematic features of online education practices. These issues include the absence of non-verbal cues, responsive latency, the pressure of teacher multiple-roles, and digital learning boredom. Thanks to collected data from student feedback, conversation with colleagues, and field notes, the author has put together a set of principles and strategies for making teaching and learning in the virtual space a more rewarding experience for both teachers and students. The strategies inclkude making learning content interesting and useful, personalised communication, clear participation protocols, mediation of student workload and participation, scaffolding online learning, organising choices, diversifying approaches to tasks, encouraging student voices, and collaboration with non-teaching staff.

show abstract

“…al, 2013;Meso, Perez and Mendiguren, 2010b;Selwyn, 2012). In Higher Education, teaching using the Internet provides opportunities for students to achieve their learning development beyond what is acquired in the classroom (Betts, Kramer and Gaines, 2011;Eynon, 2005;Gao, 2013), even though there is little experience and not many teachers are using this type of education. In addition, university learning is shifting away from the reception and storage of data and is focusing more on promoting analysis, searching for and reprocessing information found on the network and shared with peers through it, and encouraging student autonomy by always taking into account the flexibility and adaptability of space, achieving directions and a different interaction between teachers and students in order to enable, facilitate and promote collaboration beyond the physical boundaries of the university and academic spheres to which they belong (Area 2000).…”

Section: Introductionmentioning

confidence: 99%

Social Networks in University Classrooms

Hurtado

Llamas

2014

International Journal of Online Pedagogy and Course Design

View full text Add to dashboard Cite

The use of social networks is an increasingly common practice in university education. This study describes an experiment carried out with a group of pre-service teachers from a Spanish University in which Facebook was employed as a resource to develop the teaching and learning process. Specifically, it was applied as a strategy designed to improve relations among the students in the classroom. In-depth interviews were held with twenty students and their teacher to analyse the influence of this emerging technology on knowledge building and the establishing of closer links among students and between students and teachers. The results acknowledge the value of this resource, both for the teacher and the students themselves, in the following areas: classroom climate, teaching-learning process, virtual tutoring, foreign language practice and digital competence acquisition. In the final section of the article, we put forward questions and issues for future research.

show abstract

Online Faculty and Adjuncts

Cited by 12 publications

References 9 publications

E-Learning Accessibility Model

E-Learning Accessibility Model

Ways of making online teaching more successful: An autoethnographic study

Social Networks in University Classrooms

Contact Info

Product

Resources

About