Online Teaching Effectiveness: A Tale of Two Instructors

Gorsky, Paul; Blau, Ina

doi:10.19173/irrodl.v10i3.712

Cited by 97 publications

(50 citation statements)

References 45 publications

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“…In order to begin the search for replicability, we referred to a previous study that utilized an identical analytic procedure (Gorsky & Blau, 2009). We found the proportions of each presence in a graduate level education course (discipline: soft-applied, as opposed to soft-pure) over an entire semester.…”

Section: Toward a Population Parametermentioning

confidence: 99%

The relationship between academic discipline and dialogic behavior in open university course forums

Gorsky¹,

Caspi²,

Antonovsky³

et al. 2010

IRRODL

Self Cite

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The objective of this study was to determine the relationship between disciplinary difference (exact and natural sciences versus humanities) and the dialogic behavior that occurred in Open University course forums. Dialogic behavior was measured in terms of students' and instructors' active participation in the forum (posting a message) as well as amounts and proportions of "teaching presence," "cognitive presence," and "social presence." We found that active participation in the science forums was much higher than in the humanities forums. We also found a ratio among the three presences that was constant across different academic disciplines, as well as across different group sizes and course types.

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Section: Toward a Population Parametermentioning

confidence: 99%

The relationship between academic discipline and dialogic behavior in open university course forums

Gorsky¹,

Caspi²,

Antonovsky³

et al. 2010

IRRODL

Self Cite

View full text Add to dashboard Cite

show abstract

“…Therefore, the nature of teaching and its effectiveness must also adapt to this new reality. According to Gorsky & Blau (2009), teaching effectiveness may be defined as "how an instructor can best direct, facilitate and support students toward certain academic ends, such as achievement and satisfaction" (p. 1). In the literature, there are numerous studies that evaluate teaching effectiveness using different data sources, for example student ratings, peer ratings, self-evaluation, or student interviews (Berk, 2005).…”

Section: Introductionmentioning

confidence: 99%

Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles

Gómez-Rey

Barberà

Fernández-Navarro

2018

AJET

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The topic of online instructors' roles has been of interest to the educational community since the late twentieth century. In previous studies, the identification of online instructors' roles was done using a top-down (deductive) approach. This study applied a bottom-up (inductive) procedure to examine not only the roles of online instructors from a student perspective, but also how well these roles are implemented in practice. In the first stage, roles were defined using factor analysis on a sample of 925 students. A questionnaire was created after an extensive literature review and in-depth interviews with experts. The methodology detected six roles: pedagogical, course designer, social, life skills promoter, technical, and managerial. In the second stage, students' scores were projected over those factors to obtain the instructors' performance in each role (the significance of the results was assessed using non-parametric tests). Main findings included: (i) the emergence of a new role, the life skills promoter; (ii) online scenarios becoming more transparent and intuitive due to syllabus design; (iii) the consideration of more audio-visual resources by instructors in asynchronous learning environments; and (iv) the value of offering guidelines to students for collaborative activities to reduce the level of frustration with these activities.

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“…Technological support is important (Ivankova & Stick, 2007;Li et al, 2012); students find underperforming technology to be extremely frustrating (Northrup, 2002), which in turn may lead to disengagement (Michael, 2012). However, there is much support for the contention that interaction with the instructor is the most important institutional factor fostering student engagement (Arbaugh, 2005;Chickering & Gamson, 1999;Dixson, 2010;Gorsky & Blau, 2009;Junk et al, 2011;Kuh, 2003;Li et al, 2012;Maor, 2006;Nandi, Hamilton, Chang & Balbo, 2012;Northrup, 2002) and is the most significant factor influencing academic performance (Agudo-Peregrina, Iglesias-Pradas, Conde-Gonzalez & Hernandez-Garcia, 2014). Among the range of interactions, the promptness of the feedback from the instructor is particularly important (Ivankova & Stick, 2007;Junk et al, 2011;Krause, 2005;Revere & Kovach, 2011).…”

mentioning

confidence: 99%

The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor

Stott¹

2014

Brit J Educational Tech

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Wholly online presentation of courses is becoming increasingly common, but poor levels of student engagement pose challenges to institutions, instructors and students. In this paper, I explore the risks arising from those challenges using an analysis of the presentation of a wildlife management course as a model, comparing data about levels of student engagement with assessments of students, the instructor and the course. My findings are consistent with the assertion that, for this course, there were risks of poor grades for students and risks of poor student evaluations for the online instructor; risks that can be minimised using recent findings about the factors leading to poor engagement.

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Online Teaching Effectiveness: A Tale of Two Instructors

Cited by 97 publications

References 45 publications

The relationship between academic discipline and dialogic behavior in open university course forums

The relationship between academic discipline and dialogic behavior in open university course forums

Students' perceptions about online teaching effectiveness: A bottom-up approach for identifying online instructors’ roles

The perils of a lack of student engagement: Reflections of a “lonely, brave, and rather exposed” online instructor

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