Teaching assistant development and contributions in online, MOOC and blended synchronous settings: an integrative review

Wadams, Morgan; Schick‐Makaroff, Kara

doi:10.1080/0309877x.2022.2038100

Cited by 8 publications

(3 citation statements)

References 17 publications

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“…GTAs are graduate students enrolled in higher education institutions who have knowledge of specific course content, design, teach, and administrate course material (Wadams and Schick-Makaroff, 2022). In the United States, the GTA position is formal, and they are considered (part-time) employees of the institution.…”

Section: Graduate Teaching Assistants In Higher Educationmentioning

confidence: 99%

“…Online instruction-a mode of instruction utilizing a virtual teaching platform (Wadams and Schick-Makaroff, 2022), has been traditionally used by students who are unable to physically attend classes (Rouamba, 2020). However, in 2020, the WHO suggested that schools employ online educational strategies, such as podcasts, radio, television, or electronic learning, for teaching during school closures.…”

Section: Covid-and Educational Institutionsmentioning

confidence: 99%

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Graduate teaching assistants' challenges, conflicts, and strategies for navigating COVID-19

Acheme,

Biwa

2023

Front. Commun.

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COVID-19 imparted unprecedented changes to higher education. Overnight, institutions were required to transition to online instruction, which brought about numerous challenges for instructors. This study examines the experiences of an often-overlooked instructor; graduate student assistants (GTAs). Their challenges and conflicts encountered with online instruction during COVID-19 and conflict management strategies are investigated. Sixteen (N = 18) GTAs from six universities in various regions of the United States were interviewed and constant comparative analysis was used to analyze data. Findings revealed that GTAs experienced challenges with (a) online instruction, (b) students, and (c) personal challenges. Also, GTAs encountered conflicts regarding (a) safety concerns and precautions and (b) online-related proficiency, support, and expectations. Lastly, GTAs (a) employed empathy and flexibility, and (b) created boundaries and consulted others as conflict management strategies. Findings are discussed and theoretical and practical implications are advanced.

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Section: Graduate Teaching Assistants In Higher Educationmentioning

confidence: 99%

Section: Covid-and Educational Institutionsmentioning

confidence: 99%

Graduate teaching assistants' challenges, conflicts, and strategies for navigating COVID-19

Acheme,

Biwa

2023

Front. Commun.

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“…Their experiences as students, especially those related to the online learning environment, will have an impact on their professional competence as future educators. The experience of online learning practices will have an impact on the self-development and professional competence of prospective educators [16]. Initial Teacher Education plays an important role in responding to professional learning needs for the professional development of future teachers [17].…”

Section: Introductionmentioning

confidence: 99%

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Mahdiannur,

Martini,

Astriani

et al. 2024

Int. J. Interact. Mob. Technol.

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Personalization is used in online learning to help students achieve SDG 4.C and Education 4.0 indicators. Not many studies have revealed prospective science student teachers’ online learning experiences. A good experience will provide positive and constructive self-knowledge for prospective science student teachers in designing 21st-century digital learning. This study aimed to inquire into prospective science student teachers’ views on online learning using the Net Promoter Score survey. This study involved 29 prospective science student teachers at one of the public universities in Indonesia. This study revealed that online learning provides freedom to express opinions and ideas freely, helps evaluate learning outcomes, online educational resources help understand the contents, and online simulations help understand concepts. The negative experiences in the online learning environment include the lack of interaction with lecturers, online learning has not yet built creative, innovative, and critical thinking skills and has not supported competency development. There is a significant difference between positive and negative online learning experiences, demonstrating how experiences can impact future teacher conception. Based on our findings, recommendations were provided to assist university lecturers in creating and designing an online learning environment to develop the professional competencies of prospective science student teachers.

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Exploring Teaching Experiences in Technology and Engineering MOOCs with High Enrollments in Medium-Sized Public Universities

Chang,

Wang,

Yen

2024

Lecture Notes in Computer Science

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Teaching assistant development and contributions in online, MOOC and blended synchronous settings: an integrative review

Cited by 8 publications

References 17 publications

Graduate teaching assistants' challenges, conflicts, and strategies for navigating COVID-19

Graduate teaching assistants' challenges, conflicts, and strategies for navigating COVID-19

Prospective Science Student Teachers’ Online Learning Environment Experiences: Measurement Based on the Net Promoter Score

Exploring Teaching Experiences in Technology and Engineering MOOCs with High Enrollments in Medium-Sized Public Universities

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