Identifying factors that impact online teaching effectiveness during COVID-19

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

QUALITY ASSURANCE IN EDUCATION Pub Date : 2022-09-26 DOI:10.1108/qae-02-2022-0031

Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, S. Furterer, E. Cudney, C. Laux, J. Antony

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引用次数: 1

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.

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确定COVID-19期间影响在线教学效果的因素

目的本研究旨在从教师在COVID-19期间的观点和经验中确定关键的在线教学有效性因素。设计/方法学/方法本研究采用了定性现象学方法。此外，该研究使用雪球样本来确定工程和工程技术领域具有在线教学经验的教师。所有的访谈都是由研究人员在网上进行的。访谈问题是基于当前文献中的发现。此外，这些问题是开放式的。结果分析确定了影响在线教学效果的八个主要主题：课堂录音；课程组织；协作订婚考试、作业和测验成绩；游戏；有价值的课程内容；学生及时反馈和回应。研究局限性/含义该研究并非旨在推广到教授在线课程的全体教授，而是从新冠肺炎大流行期间教授在线课程教师那里获得见解。实践含义教师在教授在线或混合课程时，可以利用确定的在线教学有效性因素来加强课程设计和交付。原创/价值这项研究深入了解了在新冠肺炎大流行期间影响在线教学有效性的因素。

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来源期刊

QUALITY ASSURANCE IN EDUCATION EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.10

自引率

20.00%

发文量

期刊介绍： QAE publishes original empirical or theoretical articles on Quality Assurance issues, including dimensions and indicators of Quality and Quality Improvement, as applicable to education at all levels, including pre-primary, primary, secondary, higher and professional education. Periodically, QAE also publishes systematic reviews, research syntheses and assessment policy articles on topics of current significance. As an international journal, QAE seeks submissions on topics that have global relevance. Article submissions could pertain to the following areas integral to QAE''s mission: -organizational or program development, change and improvement -educational testing or assessment programs -evaluation of educational innovations, programs and projects -school efficiency assessments -standards, reforms, accountability, accreditation, and audits in education -tools, criteria and methods for examining or assuring quality

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