Teaching Online

Ko, Susan; Rossen, Steve

doi:10.4324/9780203855201

Cited by 115 publications

(32 citation statements)

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“…The dispositions involved in traditional practica also exist in online learning programs. However, the skills change in the virtual learning environment (Ko & Rossen, 2010). For instance, how does one manage an online classroom?…”

Section: Literature Reviewmentioning

confidence: 99%

Offering Preservice Teachers Field Experiences in K-12 Online Learning

Kennedy

Archambault

2012

Journal of Teacher Education

195

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Enrollment in K-12 online learning is growing at an exponential rate throughout the United States. Currently, all 50 states offer K-12 online learning opportunities. Some states such as Michigan, Alabama, New Mexico, and Idaho have passed legislative measures requiring K-12 students to complete at least one online learning experience by the time they graduate high school. Because of this growth, 21st century educators need to be prepared to teach online. This study shares the results of a national survey targeting teacher education programs’ efforts to help prepare preservice teachers for K-12 online learning. Data show that only 1.3% of responding teacher education programs are addressing this need via field experiences in virtual schools. Implications for policy and practice in the field of teacher education are examined.

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Section: Literature Reviewmentioning

confidence: 99%

Offering Preservice Teachers Field Experiences in K-12 Online Learning

Kennedy

Archambault

2012

Journal of Teacher Education

195

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“…Many empirical studies have been conducted to examine the quality of online courses from various aspects. Studies have identified and examined critical issues affecting quality of online education such as communication, technology, time management, pedagogy, and assessment (Bassoppo-Moyo, 2006; Conaway, Eston, & Schmit, 2005; Ko & Rossen, 2010; Limperos, et al., 2015). There are also organizations such as Quality Matters and Online Learning Consortium that focus on improving quality of online education in higher education by providing resources as well as opportunities for collaboration on curriculum development.…”

Section: Introductionmentioning

confidence: 99%

Issues and Challenges for Teaching Successful Online Courses in Higher Education

Kebritchi

Lipschuetz

Santiague

2017

Journal of Educational Technology Systems

785

754

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Online education changes all components of teaching and learning in higher education. Many empirical studies have been conducted to examine issues in delivering online courses; however, few have synthesized prior studies and provided an overview on issues in online courses. A review of literature using Cooper’s framework was conducted to identify such issues. Three major categories of findings were identified: issues related to online learners, instructors, and content development. Learners’ issues included learners’ expectations, readiness, identity, and participation in online courses. Instructors’ issues included changing faculty roles, transitioning from face-to-face to online, time management, and teaching styles. Content issues included the role of instructors in content development, integration of multimedia in content, role of instructional strategies in content development, and considerations for content development. To address these challenges in online education, higher education institutions need to provide professional development for instructors, trainings for learners, and technical support for content development.

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“…Nowadays, all public universities across Saudi Arabia are turning their students and faculty towards academic users of e-leaning systems. The public universities offer e-learning for students in a variety of forms such as web-facilitated learning (Allen & Seaman, 2010); usually called web-dependent (OECD, 2005) or web-enhanced learning (Ko & Rossen, 2010), hybrid (Tabor, 2007) or blended learning (McGee & Reis, 2012), and distance (Kaplan & Haenlein, 2016) or online learning (Anderson, 2008). In the web-enhanced classes, digital technology is used to deliver course materials which enhance in-class sessions.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

Barri¹

2020

IES

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Our public universities in Saudi Arabia have made considerable investments in digital hardware, on-site training, and online tutorials to improve the quality of e-learning. However, there is an observed gap among students between the expected and actual use of digital technology in their learning. To close that gap, this requires a conceptual evaluation model that illustrates technological actions students are involved in, the level of digital proficiency they are in, type of digital technology they use, and kind of support they need. This study used the Digital Competency Profiler to evaluate the digital competency of public university students in Saudi Arabia. Data on 94 students from a public university were collected using an online platform. Multiple procedures were used for instrument validation, data screening, and data analysis. Findings from the study suggest that the majority of public university students had high digital readiness for performing social and informational skills through smartphones. In addition, most of university students missed all skills in the epistemological competency and some technical skills. Finally, implications for practice, limitations for generalization, and directions for future research are presented.

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Teaching Online

Cited by 115 publications

References 0 publications

Offering Preservice Teachers Field Experiences in K-12 Online Learning

Offering Preservice Teachers Field Experiences in K-12 Online Learning

Issues and Challenges for Teaching Successful Online Courses in Higher Education

Evaluation of Digital Competency of Public University Students for Web-Facilitated Learning: The Case of Saudi Arabia

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