Towards Ethically Responsive Online Education: Variables and Strategies from Educators’ Perspective

Aldosemani, Tahani

doi:10.5539/jel.v9n1p79

Cited by 12 publications

(12 citation statements)

References 11 publications

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“…Previous studies in higher education levels have discussed the barriers from the students' perceptions (Kebritchi, Lipschuetz, & Santiague, 2017;Srichanyachon, 2014;Verdonck, Greenaway, Kennedy-Behr, & Askew, 2019) as well as from lecturers' perceptions (Aldosemani, 2020;Lloyd, Byrne, & Mccoy, 2012;Mercader & Gairín, 2020;O'Doherty, Dromey, Lougheed, Hannigan, Last, & McGrath, 2018) about online teaching. Among these strands of research, lecturers' perception of barriers to online teaching implementation in Indonesian context seems to be out of concern.…”

Section: Emergency Online Teaching: Early Childhood Education Lecturers' Perception Of Barrier and Pedagogical Competencymentioning

confidence: 99%

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Diningrat¹,

Nindya

Salwa³

2020

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In this COVID-19 situation, online learning has been widely implemented in higher education contexts. This issue inspires the researchers to conduct further study on barriers encountered by lecturers in higher education. This study was carried out to explore how the lecturers perceive the barriers in online teaching practices and the level of pedagogical competencies perceived by the lecturers in conducting online learning in this emergency. The study employed a cross-sectional survey research design. Data were collected from 73 early childhood education lecturers from four regions in East Java, Indonesia. The questionnaires were developed to measure lecturers' perceptions of barriers in online teaching practices adopted from the TIPEC framework and measure the lecturers' pedagogical competencies. Multivariate analysis of variances was used to analyze the data. The results showed that limited bandwidth, connectivity, and security were the first significant barriers perceived by early childhood lecturers. Meanwhile, the second barriers are related to student lack of engagement and lack of feedback. Then, third barriers are computer viruses, the quality of course content, and reliability of the online assessment instrument. ANOVA results showed that there were significant differences between gender and technological factors, gender and instructional design factors, as well as educational qualification and strategy implementation of factors.

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Section: Emergency Online Teaching: Early Childhood Education Lecturers' Perception Of Barrier and Pedagogical Competencymentioning

confidence: 99%

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Diningrat¹,

Nindya

Salwa³

2020

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“…Whether or not staff had past experience showing on the web or not, numerous personnel detailed that they were utilizing new showing strategies (Johnson et al 2020). Online teaching and its troublesome effect on advanced education affected the students of both public and private organizations because of the teachers without the knowledge of online teaching experience (Windes and Lesht, 2014) and there is a huge distinction between teachers of various institutions faced difficulties (Aldosemani, 2020).…”

Section: Intervention Capacity Of Teachersmentioning

confidence: 99%

Organizational capacity, motivation, or intervention capacity?: Are these affects online teaching readiness and need satisfaction of students

al.¹

2021

pae

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In this pandemic situation, educational institutions are trying to co-operate students in continuing learning without face-to-face interaction. Teachers have online teaching readiness with their own organizational capacities, motivation, and interactive capacities and use online teaching strategies to satisfy students' needs and desires. In fact, the study aimed to assess the effect of organizational capacity, motivation, or intervention capacity on online teaching readiness and satisfaction of students’ learning during COVID-19 broke out or future unforeseen circumstances. 90 teachers and 135 students participated in an online survey and responded the online teaching readiness questionnaire and e-learning satisfaction scale. Structural equation modeling (SEM) was performed to evaluate the online teaching readiness and online learning satisfaction models. A partial correlation matrix, CMIN, CFI, PCFI; NCP, FMIN, RMSEA, AIC, and ECVI was generated by the AMOS 21.0 program to calculate path coefficients and the overall model fit. The authors claimed that organizational capacity, motivation, and intervention capacity significantly relate to teachers' online teaching readiness. Synchronous e learning (e.g., Skype/Zoom/WebEx) results of the direct effects of students’ learning performance, need satisfaction, openness to learning, self-concept, self-pace, problem solving, self-assessing, love of learning, creativity, and motivation

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“…Після інтерпретації результатів опитування представників університетської спільноти було здійснене дослідження шляхів вирішення моральних проблем освітнього процесу, зокрема онлайн навчання. Аналіз публікацій сучасних дослідників онлайн навчання (Aldosemani, 2020;Busikova, Melicherikova, 2013;Crowford 2013;Lin 2007;Mseidein, Mahasneh, 2020;Schrock 2013;Ніколаєв, 2021) надав змогу не лише окреслити технічні та інституційні рішення для подолання моральних проблем та впровадження норм академічної доброчесності в освітній процес, але й визначити перспективи його вдосконалення через підсилення етичної обізнаності та гуманітарного складника загалом.…”

Section: джерелаunclassified

“…(Schrock, 2013) , модель RAVEN -Reputation, Ability to see, Vested interest, Expertise, Neutrality (репутація, здатність бачити, власний інтерес, досвід, нейтральність) (Crawford, 2013), впроваджувати стратегії -командну комунікацію, консультації з менеджментом (Lin, 2007). Такі індикатори мають забезпечити формування критичних навичок, культивування точності, об'єктивності (Aldosemani, 2020).…”

Section: результати та дискусіяunclassified

Purposes and Values of a Contemporary University: Challenges of Academic Integrity in the Context of Online Learning

Maslikova

2021

BPH

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The paper presents the results of a study of the moral problems of online learning in higher education. Analysis of the trend of contemporary universities determined positive and negative influence on the participants of educational and scientific activities and society in general. The purpose of a contemporary university is to preserve, produce, and disseminate knowledge and educate independent, critical and responsible citizens. Academic freedom and academic integrity are defined as the core values of today's higher education. The presented results of the survey of students and teachers from the Taras Shevchenko National University of Kyiv on certain issues of academic integrity (2020-2021) revealed an asymmetry between the teachers and the students in the attitude to the violation of academic integrity. It was recorded that the level of awareness of ethics among the students is inadequate. Ways to address the moral issues of the educational process and online learning are associated with technical and institutional decisions on the implementation of academic integrity policies and raising the level of ethical awareness of all participants in the educational process, and expanding the role of the humanities. The author believes that philosophy and ethics can develop critical thinking and form a moral consciousness of students, a sense of personal responsibility for their actions.

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Towards Ethically Responsive Online Education: Variables and Strategies from Educators’ Perspective

Cited by 12 publications

References 11 publications

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Emergency Online Teaching: Early Childhood Education Lecturers' Perception of Barrier and Pedagogical Competency

Organizational capacity, motivation, or intervention capacity?: Are these affects online teaching readiness and need satisfaction of students

Purposes and Values of a Contemporary University: Challenges of Academic Integrity in the Context of Online Learning

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