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

Gómez-Rey, Pilar; Barberà, Elena; Fernández-Navarro, Francisco

doi:10.14742/ajet.3437

Cited by 34 publications

(28 citation statements)

References 23 publications

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“…The study contributed to the investigation of the problem of using the bottom-up approach to shaping educational legislation (Honig, 2004;Marsh & Bowman, 1989) and to use a simulated version of this approach in the vocational training at university (Brailas et al, 2017;Burns, 2003;Gomez-Rey et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Bobrytska¹,

Лузік²,

Reva³

et al. 2020

EUROPEAN J ED RES

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The purpose of this research was to explore how effective the bottom-up approach to producing and shaping educational legislation is in Ukraine and to identify what observed changes take place in students if the bottom-up approach is simulated in the classroom. Qualitative instruments and observational data were used to yield the data. Those were a survey questionnaire, semistructured interview questionnaire, and focus group discussion observation checklists and moderators' and facilitators' reports. The data were processed using IBM SPSS Statistics 25.0.0.1. Software. The results of the study suggest the bottom-up approach to shaping educational legislation can be considered an option or an alternative to the conventional law-making procedure, at least in the sphere of education, in Ukraine. The use of mock policymaking experience has proven to be an efficient teaching tool. The application of the simulation of the bottom-up approach in the courses entitled "Educational policy" and "National Education Policy" was found to have the potential to encourage students to participate in the processes of shaping education policy, legislation, and regulation. The approach accelerated the desire of the students to participate in the processes of shaping education policy, legislation, and regulation. It also brought a change to the students' vision of the school structure, the content of education, and the way the teacher is motivated. The intervention also brought a positive change to the students' behaviour as citizens and their motivation as teachers-to-be.

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Section: Discussionmentioning

confidence: 99%

Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Bobrytska¹,

Лузік²,

Reva³

et al. 2020

EUROPEAN J ED RES

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show abstract

“…In this study, the bottom-up approach functions as a central vector of higher education coverage of the social content of education. In the studied model of a bottom-up pedagogy, the participatory culture of each individual in the educational process and the principle of realization of the tasks of the institutes of modern higher education occur through a nonlinear synergy of members of the student-teaching community (Gómez-Rey et al, 2018). The social content of education is seen in the education of a fully-fledged, versatile, professionallyoriented personality of the applicant with leadership skills.…”

Section: Discussionmentioning

confidence: 99%

Implementation of the Social Component of Higher Education: Bottom-up Approach

Marushkevych

Zvarych

Lavrychenko

et al. 2021

IJLTER

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Pedagogical strategies for the implementation of the social content of higher education should be exercised through the application of the bottom-up approach. The bottom-up approach is aimed at ensuring proper development of the student’s personality. This approach is based on the subject-specific (academic achievements) and generic (leadership, management skills and focus on personal and professional development) competencies. The purpose of this study was to investigate the range of tools as well as the effectiveness of the bottom-up approach to the implementation of the social component of higher education through perspective development and the emphasis on students’ leadership and management skills. The study is of an empirical nature and the research component is based on the formative experimental methodology. Fifteen students of the Faculty of Primary Education participated in the experimental part of the study. They were involved in the specific bottom-up approach to educational environment organization and were evaluated accordingly by a jury. The two-year implementation period of the bottom-up approach to the implementation of the social content of higher education took place through customized projects of personal and professional development. The average socialization readiness level within the group was 78.2 (out of 100 max.), with 13.3% of students showing an average socialization readiness level, and 86.7% of students achieving a good level. The results confirmed the effectiveness of the principal notions of the study. The task of adapting the content of higher education in order to achieve a positive momentum of students’ socialization readiness was successfully completed. The most promising approach for future research is finding out the advisability and effectiveness of expanding the range of participants of the projects of personal and professional self-development and leadership with the preservation of the essence and identified values of the bottom-up approach.

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“…The selected educational approach perfectly fits into this research for different reasons [50,52]. First, the present study mainly focuses on the teaching duty of instructors in higher online educational environments.…”

Section: Theoretical Frameworkmentioning

confidence: 95%

Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique

2021

Self Cite

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This paper reports perceptions of higher education lecturers who switched from classical face-to-face teaching to online teaching due to the unexpected circumstances caused by the COVID-19 pandemic. Based on a validated theoretical model about the roles of instructors in online settings, the authors document the perceptions of experienced face-to-face lecturers regarding their performance in online roles and the perceived importance of the formal and informal support they received during the process of adapting to a sudden online context. The study was based on the Q-sort methodology. Among other conclusions, our research reveals that the best performance we elicited pertained to the technical role, followed by the managerial role and the support received through informal channels. Worryingly, the worst performance pertained to promoting life skills. This finding is especially alarming considering both the UNESCO humanistic vision of universities as promoters of university community development and wellbeing and SDG 4.7 of Agenda 2030, which states that education should ensure that all learners acquire the knowledge and skills needed to promote sustainable development through education on sustainable development and lifestyles. This article is meant to provide guidelines to traditional universities to help them overcome weaknesses and enhance strengths when switching to online learning.

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

Cited by 34 publications

References 23 publications

Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Implementation of the Social Component of Higher Education: Bottom-up Approach

Identifying Key Variables on the Way to Wellbeing in the Transition from Face-to-Face to Online Higher Education due to COVID-19: Evidence from the Q-Sort Technique

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