{"title":"Exploring Effective Online-Teaching Transition of College Teachers During COVID-19","authors":"G. S. Prakasha, Aparna Benoy","doi":"10.4018/ijopcd.302087","DOIUrl":null,"url":null,"abstract":"The study attempts to identify what is effective online teaching from teachers and students perspectives. What are the challenges faced by teachers which hampered effective online teaching? Whether perception of effective online teaching differed based on student gender and programme of study. The study employed mixed method research design including a survey questionnaire and semi-structured interview. Study collected data from 500 students out of which 200 are boys and 300 are girls on effective online teaching. Study conducted semi-structured interview with 8 college teachers through snowball sampling. The survey revealed that almost 80% of the teachers are not effective. Girls are less satisfied with online teaching transition of teachers than boys are. Similarly, postgraduates (PG) are not as satisfied as undergraduate (UG) students are. Interview data revealed themes and subthemes on challenges of effective online teaching faced by College teachers. Overall, the perceived online-teaching effectiveness is low and further research may find the causes for the same.","PeriodicalId":53981,"journal":{"name":"International Journal of Online Pedagogy and Course Design","volume":"12 1","pages":"1-18"},"PeriodicalIF":0.3000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Online Pedagogy and Course Design","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4018/ijopcd.302087","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The study attempts to identify what is effective online teaching from teachers and students perspectives. What are the challenges faced by teachers which hampered effective online teaching? Whether perception of effective online teaching differed based on student gender and programme of study. The study employed mixed method research design including a survey questionnaire and semi-structured interview. Study collected data from 500 students out of which 200 are boys and 300 are girls on effective online teaching. Study conducted semi-structured interview with 8 college teachers through snowball sampling. The survey revealed that almost 80% of the teachers are not effective. Girls are less satisfied with online teaching transition of teachers than boys are. Similarly, postgraduates (PG) are not as satisfied as undergraduate (UG) students are. Interview data revealed themes and subthemes on challenges of effective online teaching faced by College teachers. Overall, the perceived online-teaching effectiveness is low and further research may find the causes for the same.
期刊介绍：
The mission of the International Journal of Online Pedagogy and Course Design (IJOPCD) is to provide a platform for the latest research, analysis, and development of online education, effective online teaching methods, and course design. IJOPCD covers the pedagogical design aspects of science education and computing education, as well as courses supported by educational technologies. Targeting academic researchers and educators who work in the field, this journal focuses on the importance of developments in online course design and teaching methods to improve teachers’ teaching and students’ learning. Researchers are encouraged to submit cross-disciplinary, high-quality syntheses that are interesting, beneficial, and apprehensible to all those interested in or teaching science and related disciplines. Topics to be discussed in this journal include (but are not limited to) the following: -Adoption of e-learning -Best practices in computing education -Best practices in science education -Blended learning -Computer-mediated communication -E-learning -Emerging technologies -Evaluation of learning technology systems -Evaluation of online learning effects -Learning management systems -Multimedia and interactive learning systems -Online course design -Online learners’ behavior -Pedagogy and teaching with technology -Virtual reality environments -Web-based teaching methods
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