Identifying Factors That Impact Online Teaching Effectiveness during COVID-19

Autor/inn/en	Mohandas, Lakshmy; Sorgenfrei, Nathalia; Drankoff, Lauren; Sanchez, Ivan; Furterer, Sandra; Cudney, Elizabeth; Laux, Chad; Antony, Jiju
Titel	Identifying Factors That Impact Online Teaching Effectiveness during COVID-19
Quelle	In: Quality Assurance in Education: An International Perspective, 31 (2023) 1, S.44-59 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-02-2022-0031
Schlagwörter	COVID-19; Pandemics; Online Courses; Teacher Attitudes; College Faculty; Engineering Education; Instructional Effectiveness; Educational Technology; Technology Uses in Education; Distance Education; School Closing; Foreign Countries; Program Effectiveness; Australia; Brazil; Georgia; New Zealand; Spain; United Arab Emirates; United States; India + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Lehrerverhalten; Fakultät; Ingenieurausbildung; Unterrichtserfolg; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Distance study; Distance learning; Fernunterricht; School closings; Schule; Schließung; Schließung (von Schulen); Ausland; Australien; Brasilien; Neuseeland; Spanien; Vereinigte Arabische Emirate; USA; Indien
Abstract	Purpose: This study aims to identify critical online teaching effectiveness factors from instructors' perspectives and experiences during COVID-19. Design/methodology/approach: This study used a qualitative phenomenology approach. In addition, the research used a snowball sample to identify faculty in the engineering and engineering technology fields with experience in online teaching and learning. All interviews were conducted online by the researchers. The interview questions were based on findings in the current literature. Further, the questions were open-ended. Findings: The analysis identified eight major themes that impact online teaching effectiveness--class recordings; course organization; collaboration; engagement; exam, assignment and quiz grades; games; valuable course content; and student timely feedback and response. Research limitations/implications: The study was not designed to be generalizable to the entire population of professors who teach online classes but to gain insights from faculty who taught online courses during the COVID-19 pandemic. Practical implications: Faculty can use the factors identified for online teaching effectiveness to enhance their course design and delivery while teaching online or blended courses. Originality/value: This research provides insights into factors that impact online teaching effectiveness during the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01