Online Teaching: State of the Art

Faculty Perception of Student Engagement in Online Anatomy Laboratory Courses During the COVID-19 Pandemic

“…Online courses naturally create an isolating learning environment. The student engagement theory asserts that students must be meaningfully engaged in learning activities, and instructional strategies should be targeted toward increasing student interaction with content, peers, and instructor to achieve this [32]. In addition, interaction and collaboration are essential to the instructor's role in fostering learning, especially when students are physically isolated [33,34].…”

“…However, it clearly expresses that faculty are essential in adopting new anatomy techniques and resources to promote student engagement in these settings and help students master complex anatomical concepts without human cadavers [42]. It is crucial to explore student engagement, how it is measured, and why it is essential for learning, including the principles of the student engagement theory, to fill these gaps [32].…”

“…Student engagement research suggests that the faculty's role in student engagement is to select instructional delivery methods that increase student satisfaction [105]. Some of the technology features and platforms highlighted include synchronous meetings, break-out rooms, the chat-box feature on the video conference platform zoom, and video features in Brightspace that share video or audio communication.…”

Developing an Instrument to Assess Organizational Readiness for a Sustainable E-Learning in the New Normal

“…Eom et al, 2006); Yukselturk and Bulut, 2007);Yu & Richardson, 2015); Doe, Castillo, & Musyoka, 2015); Atkinson, Blankenship, & Bourassa, 2012); Mercado, 2008);Watkins, Leigh, & Triner, 2004). Meanwhile, the critical elements or factors that should be present in the online readiness faculty/teacher dimension are computer access and competence, self-efficacy, and teaching experience (McQuiggan (2007) ;Shea, et al, (2005); Makarenko and Andrews (2017); Kearsley (2008); Keengwe and Kidd (2010) ;Coppola, et al, (2002); Yang (2020); C. B. Andoh (2012); Villar and Alegre (2006); Zee, M., & Koomen, H. M. Y. (2016); Santagata, R., & Sandholtz, J. H. (2019); Mercado (2008) The critical elements or factors that should be present in the online readiness curriculum/content dimension are course objective and course infrastructure (S. Eom, et al, 2006); J.…”

Facilitating in a demanding environment: Experiences of teaching in virtual classrooms using web conferencing

“…Examples include Salmon's () model of e‐moderation and Vlachopoulos and Cowan's () model developed from the examination of practice of moderators of asynchronous discussion. Thus, the nature of synchronous online teaching requires further exploration and is particularly important given that, as Kearsley () recognised, online teaching is likely to become a normal part of the practice of all teachers, even if at the moment it is still a new activity for the majority. The growth in the adoption of web‐conferencing technology suggests that teaching in a virtual classroom will become part of the regular practice of many teachers and empirical evidence is needed to improve our understanding of facilitators' experiences in these environments.…”