Impact of Instructor On-Slide Presence in Synchronous e-Learning

Autor/inn/en	Katai, Zoltan; Iclanzan, David
Titel	Impact of Instructor On-Slide Presence in Synchronous e-Learning
Quelle	In: Education and Information Technologies, 28 (2023) 3, S.3089-3115 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Iclanzan, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-022-11306-y
Schlagwörter	Teaching Methods; Distance Education; Electronic Learning; Computer Mediated Communication; Synchronous Communication; Higher Education; COVID-19; Pandemics; Online Courses; Instructional Improvement + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Online course; Online-Kurs; Unterrichtsqualität
Abstract	As a consequence of the COVID-19 pandemic, many higher education programs had to switch to synchronous online teaching. Teachers suddenly faced pressing unaddressed challenges, such as how to better transfer their "presence" from the traditional classroom to the online space in a way that keeps students engaged. This paper explores new venues for increasing the quality of synchronous online learning. We propose the notion of broad on-slide presence, pillared on an increased instructor expressiveness and an elevated instructor slide-content interaction. We conducted four studies to investigate the benefits of delivering lectures in this format, using a mixed methods research approach. We combined survey methodology with transversal design and structural equation modelling with qualitative methodology using discourse analysis of teacher interviews. Results revealed a significant increase in perceived knowledge gain and attentional engagement, and an improved and more personal student experience. At the same time, the instructor's broader on-slide presence also resulted in an increased teacher satisfaction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01