Subjects -> EDUCATION (Total: 2346 journals)
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    - E-LEARNING (38 journals)
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    - HIGHER EDUCATION (140 journals)
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    - TEACHING METHODS AND CURRICULUM (38 journals)

ONLINE EDUCATION (42 journals)

Showing 1 - 41 of 41 Journals sorted alphabetically
Aprendo con NooJ     Open Access   (Followers: 1)
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
Asian Journal of Distance Education     Open Access   (Followers: 2)
Campus Virtuales     Open Access   (Followers: 3)
Current Issues in Emerging eLearning     Open Access   (Followers: 11)
Designs for Learning     Open Access   (Followers: 12)
Digital Education Review     Open Access   (Followers: 7)
Edu Komputika Journal     Open Access   (Followers: 1)
Edutec : Revista Electrónica de Tecnología Educativa     Open Access  
European Journal of Open, Distance and E-Learning     Open Access   (Followers: 4)
ICT Learning     Open Access   (Followers: 4)
IEEE Transactions on Learning Technologies     Full-text available via subscription   (Followers: 12)
International Journal of Computer-Assisted Language Learning and Teaching     Full-text available via subscription   (Followers: 14)
International Journal of Cyber Ethics in Education     Full-text available via subscription   (Followers: 2)
International Journal of Educational Technology     Open Access   (Followers: 10)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 26)
International Journal of Game-Based Learning     Hybrid Journal   (Followers: 17)
International Journal of Mobile and Blended Learning     Full-text available via subscription   (Followers: 25)
International Journal of Mobile Learning and Organisation     Hybrid Journal   (Followers: 16)
International Journal of Virtual and Personal Learning Environments     Full-text available via subscription   (Followers: 18)
International Journal of Web-Based Learning and Teaching Technologies     Hybrid Journal   (Followers: 20)
International Journal on Advances in ICT for Emerging Regions (ICTer)     Open Access   (Followers: 2)
International Review of Research in Open and Distance Learning     Open Access   (Followers: 24)
International Technology and Education Journal     Open Access   (Followers: 1)
Irish Journal of Academic Practice     Open Access   (Followers: 1)
Irish Journal of Technology Enhanced Learning     Open Access   (Followers: 2)
Journal of Computers in Education     Hybrid Journal   (Followers: 9)
Journal of Digital Learning in Teacher Education     Hybrid Journal   (Followers: 25)
Journal of Learning and Teaching in Digital Age     Open Access   (Followers: 6)
Journal of Learning for Development     Open Access   (Followers: 4)
Journal of Open, Flexible and Distance Learning     Open Access   (Followers: 29)
Journal of Research on Technology in Education     Hybrid Journal   (Followers: 16)
Journal of Teaching and Learning with Technology     Open Access   (Followers: 10)
Multicultural Education Review     Hybrid Journal   (Followers: 8)
Networks : An Online Journal for Teacher Research     Open Access   (Followers: 1)
OUSL Journal     Open Access  
Research and Practice in Technology Enhanced Learning     Open Access   (Followers: 7)
Revista Interuniversitaria de Investigación en Tecnología Educativa     Open Access  
Smart Learning Environments     Open Access   (Followers: 6)
Teknodika     Open Access  
Theory and methods of e-learning     Open Access   (Followers: 11)
Similar Journals
Journal Cover
Journal of Teaching and Learning with Technology
Number of Followers: 10  

  This is an Open Access Journal Open Access journal
ISSN (Online) 2165-2554
Published by Indiana University  [24 journals]
  • ZOOMing into a Community: Exploring Various Teaching Practices to Help
           Foster Sense of Community and Engagement in Emergency Remote Teaching

    • Authors: Nesrin Bakir, Krystle Phirangee
      Abstract: Educators across the world have been forced to shift their courses online due to the COVID-19 pandemic. As face-to-face courses become online courses during this unprecedented time, instructors are thrown into emergency remote teaching (ERT). Where online learning involves “experiences that are planned from the beginning and designed to be online, emergency remote teaching (ERT) is a temporary shift of instructional delivery to an alternate delivery mode due to crisis circumstances…[which], will return to that [original] format once the crisis or emergency has abated” (Hodges, Moore, Lockee, Trust, & Bond, 2020, para 13). The instructional demands of ERT can be overwhelming in that many instructors are trying to navigate new online teaching approaches to ensure their students have a sense of community (SoC), that is a sense of belonging and interactivity, and are still engaged, motivated, and involved in the course. Zoom, a cloud-based video conferencing platform, has boomed in popularity becoming the go-to tool many instructors use to host, facilitate, and integrate within their course, as well as to ensure a SoC is fostered and maintained. Guided by the social constructivism theory and community of inquiry (CoI) model, this quick hits piece, aims to answer the question: In what ways might Zoom foster and sustain a SoC community in ERT' 
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v9i2.31226
      Issue No: Vol. 10, No. 1 (2021)
       
  • Large Class Virtual Poster Session

    • Authors: Courtney J. W. Fecske
      Abstract: Abstract: As the spread of COVID-19 became a reality during the Spring 2020 semester, faculty were forced to swiftly transition course work to remote learning with little time for preparation. Course syllabi, schedules, and work needed to be adjusted accordingly taking into account uncertainty and technological inequities. I outline my experiences as an instructor of a 100 student in person course having successfully transitioned a semester long group poster session into a virtual poster session using Canvas and integrated tools. Details in how to guide students and construct an effective large class virtual poster session are provided as well as reflections on completing this process during the pandemic.   Keywords: poster, virtual, Canvas
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • COVID-19 Transition to Online

    • Authors: Cheryl Moore-Beyioku
      Abstract: The need to quickly transition from face-to-face teaching using engaging, content-based activities to a new, online platform in just two weeks during the COVID-19 pandemic, made it necessary to try to migrate familiar activities that the students enjoyed into a virtual classroom. The activity that proved to be the most successful in maintaining a sense of community, engaging students, and reviewing content was playing Quizlet Live while in Breakout Rooms in Zoom. Keywords: online teaching, gaming, pandemic, student participation, active learning, learner engagement, collaboration, educational technology, Distance Education.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • CourseNetworking: How a Social Media Platform Can Connect Us in a Crisis

    • Authors: Lamia Nuseibeh Scherzinger
      Abstract: “This is very scary. Everybody be safe, social distance, and wash hands please.” “This has definitely been an odd semester. I’m very nervous for how the rest of the semester is going to go!” “I am trying to not to be too afraid. I work in the medical field. It can be so scary.” These are statements taken directly from my students this semester. How was I able to have my students open up so intimately and honestly' I use CourseNetworking, an academic social networking platform that can be integrated into Canvas, and have done so for years. I first started using it as a chance to get to know my students more since I never get to meet them face-to-face, often posting what we did over the weekend, our favorite TV shows and books, and discuss topics from the classroom that have popped up in everyday life. Then the pandemic hit and my students’ lives were turned upside down. Some were forced to move out of their campus housing, many lost their jobs, and all them had their classes go completely online. Campus leadership constantly worries how this pandemic might be affecting our students. We are told to reach out and let the students know we are here for them. We are encouraged to have frequent communication with them. And with CourseNetworking, this was already in place in my classes at the beginning of the semester. I have been able to reach out to my students each week and ask them how they are doing, and they are able to share with others how much their lives have changed. And thanks to a social media platform, my students and I are scared together, we are overwhelmed together, and we are alone together. But we are together.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Leveraging Course Quality Checklist to Improve Online Courses

    • Authors: Hitesh Kathuria, David Wayne Becker
      Abstract: Designing high quality, interactive online courses in a technologically rich environment can be a daunting task even for experienced faculty. This process becomes more difficult when faculty are teaching multiple classes, juggling service and research/creative scholarship. In order to help faculty focus on key aspects of online teaching and course design, we developed a checklist with links to institutional resources which help faculty meet several best practices for online teaching. Use of checklists and rubrics to meet quality assurance standards is common (e.g. - OLC OSCQR Course Design Review Scorecard, 2018; Quality Matters Higher Education Rubric, 2018), however they vary significantly with the time required to review a course (Baldwin, Ching, & Hsu, 2018). Our goal was to create a checklist that helps faculty design basic elements of the course and expedite the self-review process.  Given the current COVID-19 situation, when instructors were suddenly asked to teach remotely, this Course Quality Checklist will help faculty self-review their existing or new online course via multiple lenses such as course orientation, policies, organization, alignment, as well as Universal Design for Learning and interaction. Faculty may use this checklist to create a clear and consistent structure within their course. The checklist also links to several online, just-in-time resources (e.g. course templates, design and pedagogy training, and standards for interaction and accessibility). This will ensure they meet essential standards, save time, reduce cognitive load, and meet specific compliance requirements. 
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31253
      Issue No: Vol. 10, No. 1 (2021)
       
  • Recreating Cultural Immersion in an On-Line Environment

    • Authors: Tatiana A Kolovou
      Abstract: The Covid19 Pandemic threw a curve ball into everyone’s Spring teaching schedule. But for those of us who were a week away from taking their students overseas, it was a game changer. How do you create make up material for 1.5 credit hours while staying true to the course objective of “understanding another culture through immersion and interaction'” My course (C272 Business Culture of Greece) is a 3 credit hour course which includes an in-classroom 8 week component, followed by a weeklong trip in Athens during Spring Break. Find out what activities faculty can incorporate that inform and engage students even when they cannot travel. Ideas shared can apply to domestic travel and irrelevant to country specific content.
      This submission includes a list of activities faculty can use to replicate in-country experiences designed to meet learning outcomes. Activities such as expert Q&A discussions that normally occur face to face; meetings with local students their same age to discuss current topics; watching a native language film and debriefing with a film expert; and a final presentation of their course project to their local business client that occurred on Zoom. Preparation discussion questions, student highlight quotes, and lessons learned will be used to help faculty plan for future courses.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Turning on a (Virtual) Dime

    • Authors: Christina Adele Downey, Kelli Keener, Angela Siders
      Abstract: This case study will describe the rapid transition our Office of Student Success and Advising and Office of Admissions made from March 11 to April 7 of 2020 in shifting all academic advising and New Student Orientation from in-person to remote efforts due to the COVID-19 pandemic. The Office of Student Success and Advising provides academic advising to all undergraduate students out of a single unit on campus (separate from any academic School). We partner with the Office of Admissions as they funnel students to New Student Orientation, where advisors and related offices offer a rich program that culminates in students enrolling for their first semester. Our hallmark is our personal touch, so one might have predicted that being suddenly forced to rely heavily on technology to deliver our services would have greatly hampered our effectiveness. However, we leveraged our positive relationships as colleagues, diverse knowledge of different technologies related to admissions, advising, and teaching, and support of campus leadership in surging additional staff to our efforts to create both remote orientation and remote advising innovations that honor our developmental, holistic approach to student learning. Having successfully launched and achieved stronger enrollment outcomes than expected, we are convinced that our caring and collaborative professional culture is actually enhanced by our new embrace of technology. In addition, the broader array of technical and human touchpoints provides increased opportunity for assessing student learning and satisfaction with our process. Our practice is nothing like we imagined it would be prior to this experience, but we have already agreed that we will continue to apply many of these approaches into the future.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Reducing Uncertainty and Podcasting Engagement

    • Authors: Jared Law-Penrose
      Abstract: The rapid spread of COIVD-19 has radically reshaped the human resource (HR) management policies and practices across of organizations of all sizes across the country. Additionally, COVID-19 has had a major impact on the way in which faculty members teach our classes. In this case study I discuss way in which I responded to these changes in the courses I teach related to HR. I start with a description of the way in which COVID-19 has impacted not only the course content but the pedagogical approach I use to engage student across my classes. I describe my attempt to foster trust despite the uncertainty associated individual experiences related to COVID-19 and rapidly transitioning to a virtual classroom setting. I explain how I combined courses for instructional purposes and the way in which I pivoted the curriculum for each course. Specifically, I created time relevant podcasts for use by students across different courses while maintaining distinct learning outcomes for each course. A sample podcast is provided for those interested by contacting the author.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Quantitative Analysis of the Evolving Student Experience During the
           Transition to On-Line Learning: Second-Language STEM Students

    • Authors: Susamma Chacko, Simon Jones
      Abstract: The National University of Science Technology is an English-language institution in the Middle East offering degrees in Medicine. Pharmacy and Engineering. We present the results of our studies of the evolving student learning experience during COVID-19 lockdown restrictions. There was a discernible preference for synchronous, interactive learning. Mobile technology was more frequently used by our students than larger form factors. Platforms such as WhatsApp delivered much greater student engagement than our existing Learning Management System. Students learned at a slower rate using online material than we had anticipated with implications for assessment and progression.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v9i2.31401
      Issue No: Vol. 10, No. 1 (2021)
       
  • Balancing Grace

    • Authors: Courtney J. W. Fecske
      Abstract: Before handing out my midterm exam the Thursday before Spring Break, the unease in the classroom was palpable. I questioned, is it the right thing to do to give a midterm exam now' Two days prior we learned online instruction would begin the week after spring break for the week and possibly longer. This was an unprecedented scenario. I never took a seminar titled, How to Continue Teaching During a Pandemic. I resolved myself with the attitude of we’ll get through this together; let’s get it done. Before passing out exams, I informally assessed students to see how many had taken an online course before, few hands raised. I then asked how everyone was feeling in regard to our inevitable online transition. Students expressed anxiety and worry because they had never taken a class titled, How to Continue to Learn During a Pandemic. As educators as we move ahead to an uncertain culture of learning, we must strive to listen and learn, grow in our pedagogies, and balance grace and flexibility with expectation.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v9i2.31399
      Issue No: Vol. 10, No. 1 (2021)
       
  • Fostering Post-Traumatic Growth in College Classrooms During COVID-19

    • Authors: Dawn Kutza, Katherine Cornell
      Abstract: Almost everything has changed. Aside from losing social connections, academic support structures, and enrichment opportunities, students face new anxieties about health, loved ones, and financial security within an uncertain economy. The sudden loss of control and unanswered questions about the future may leave many feeling helpless, fearful, angry, or grieving. In the middle of this global crisis, does classroom learning and traditional curricula suddenly feel less relevant' With attention on more salient problems and a complexity of emotions students can’t begin to process, where will the motivation and focus to learn come from' How can faculty account for this in their teaching' Feeling at a loss, I was delighted when a former student reached out to discuss these topics. Through a series of individual personal reflections and conversations, we explored ways of interpreting this adversity and ultimately co-created meaning in ways we hope will benefit both students and faculty, whether future learning is conducted virtually or face-to-face. We found great value in illustrating our experiences using Tedeschi and Calhoun’s 2004 conceptualization of posttraumatic growth, which entails positive psychological change experienced as a result of the struggle to make sense of a highly challenging life circumstance—one such as COVID-19, which can shatter our worldview, shake us from our ordinary perceptions, and force us to rebuild ourselves and find deeper meaning. Specifically, we discussed: What choices do students have in responding to the current situation and how can faculty support positive growth choices' What could posttraumatic growth look like during the COVID-19 pandemic' What is deliberative cognitive exploration, how can it foster growth, and how can faculty encourage it in their classrooms' What types of growth “outcomes” could not only give us purpose and meaning in this time, but also build resilience, and perhaps make us even better than before'
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Finding Unexpected Contentment in Stressful Times

    • Authors: Emily Goenner
      Abstract: The COVID-19 pandemic has created a vast array of challenges and some benefits that must not be overlooked.  Describing the experience of teaching with social anxiety and pulling upon pedagogy about caring instructors, this reflective essay explains how teaching through the pandemic lead to the author finding enjoyment in teaching. Suggestions for effective online teaching and recognition of the value of online teaching to some people are discussed. Keywords: pandemic, social anxiety, online teaching, caring teaching
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Teaching and Learning In COVID times: A Reflective Critique of a
           Pedagogical Seminar Course

    • Authors: SURIATI ABAS
      Abstract:   Teaching pedagogical seminar courses requires interactive, hands-on sessions. However, as schools across the U.S. pivot online on a very short notice amid the coronavirus (COVID-19) pandemic, several adjustments had to be made. These include the delivery of lessons and forms of communication. In this chapter, I provide a visual narrative of my experience teaching twelve pre-service teachers at a liberal arts college in Upstate New York. In the remaining six lessons following the pivot, the seminar was conducted synchronously, once a week, for an hour per session. The students who came from different parts of the States, attended my methods of teaching reading and writing for elementary schools course through Zoom. Despite the class starting at 7:30 am, students in this course were present and actively participating. To understand my pedagogical moves, I reflected on the transition to remote learning  using the Community of inquiry (COI) framework, a social constructivist model for creating deep and meaningful learning in online and blended environments. While the framework, which comprises three dimensions: teaching presence, social presence and cognitive presence, is not developed for examining learning processes in times of pandemic, it is helpful for thinking about my instructional approaches. Research has shown that there is a relationship between the three presences and students’ perceived learning, satisfaction with the course, satisfaction with the instructor, actual learning, and sense of belonging (see Akyol & Garrison, 2008; Arbaugh, 2008; Richardson, et. al., 2017). By looking at the instructional design, course facilitation techniques and learning activities, I gained insights for sustaining students’ learning in an unplanned online environment. Hence, the purpose of articulating my thoughts guided by COI is to offer a reflective critique for broadly thinking about reconstructing a pedagogy during a global crisis.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Coffee over Zoom: Teaching Food Studies over the Internet during a
           Pandemic

    • Authors: Clark Barwick
      Abstract: This essay details the process of transitioning an in-person, undergraduate honors seminar on the global coffee trade to an online course as a result of the COVID-19 pandemic. Due to the course’s demand for physical proximity, specific challenges emerged involving course design and active learning. This essay considers the problem-solving process and ultimate strategies for remotely teaching, discussing, and experiencing the global coffee trade. Specifically, this essay examines how YouTube and Zoom became important pedagogical tools for reimagining experiential learning and creating meaningful human connections.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • COVID-19 Attitude Correction

    • Authors: Scott A Wasmer
      Abstract: Abstract: The author, an Assistant Professor in an Aviation Maintenance Technology (AMT) program, teaches future aviation maintenance technicians at a university in Alaska. Certified by the Federal Aviation Administration (FAA), the AMT program is a pathway to becoming a licensed Aviation Maintenance Technician and offers an AMT degree. FAA certification requires FAA-approved curriculum (subjects and learning objectives) as well as adherence to regulatory standards for teacher-student contact hours. The university AMT program consists of a combination of didactic and hands-on teaching/learning styles, including student performance of aviation maintenance tasks (e.g., aircraft inspections and engine overhaul). The COVID-19 pandemic required faculty to convert courses to a suitable online delivery format and change the curriculum of an entire semester of courses. The author’s initial response: It would be impossible to accomplish the conversion and still maintain FAA requirements. Cancelling the program until after the pandemic was discussed. This was not an option, as current students would lose FAA-mandated credits and hours, and the AMT program could be closed permanently due to state funding issues. So, the complicated conversion began and online learning commenced mid-semester. As the semester progressed, the author began to embrace the online modality and champion an effort to complete conversion of the entire program. Through this experience, the author realized the tremendous benefits of online teaching: a greatly improved learning and lifestyle experience for the students as well as economic benefits to a financially challenged institution. The online program creates a learning environment which more closely matches the students’ future technology-driven careers and increases the knowledge and skills they will gain. Pandemic gathering restrictions limit the number of students allowed in labs and field activities. Though initially a concern, students will benefit through increased student-teacher contact and learning opportunity during these activities.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Building Resilience in Nursing Students During the Pandemic

    • Authors: Kylee Rohatgi
      Abstract: Abstract: As a nursing professor at Goshen College, a small liberal arts college in Indiana, and a nurse practitioner working at an urgent care, I have realized that there are lessons from the clinic’s transformation into a COVID-19 testing center that can be applied to educating future nurses. As nurses, we must adapt to different work environments, ever-changing practices as research progresses, and a population whose needs are different now than they will be in five years. As nursing educators, these lessons are some of the most difficult to pass on to students as the majority of their nursing education occurs in a classroom or lab, and nearly all of their clinical experience occurs in a hospital. In this essay, I explore the ways in which I taught students about the resilience that nurses must have and how the transition at the urgent care has aided these efforts. For those of us with limited online teaching experience, making hours of lecture videos could have been seen as the safe choice. But doing so would have shortchanged our students: we would not have replaced students honing their skills in lab or interacting with real patients during their clinicals. I discuss some of the methods our department used to combat these tendencies; for example, my students recorded themselves physically assessing family members. In addition to demonstrating our adaptability in teaching, the nursing faculty showed our students first-hand how resilient their professors have been: several of us practice, and a handful, including me, have increased our hours on the front lines of this pandemic in part because we view nursing as our vocation: we help whenever needed (White, 2002).
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Who moved my old cheese' Implications of COVID 19 to teaching and
           learning in Southern Africa

    • Authors: Selloane Pitikoe, Karen Ferreira-Meyers, Sithulisiwe Bhebhe, Sithulisiwe Bhebhe, Nompumelelo Dlamini-Zwane
      Abstract: This reflective essay seeks to share the authors’ thoughts and feelings on the impact of COVID 19 on the general teaching and learning strategies, theories and practices in the small kingdom of Eswatini in Southern Africa. Coming from varying backgrounds in education allows the authors to tackle the overview of consequences from different points of view and angles. The common thread among the authors is an observation that the disruptive nature of the pandemic, with its sudden onslaught and the need to react fast, might lead to long-lasting transformations in the area of teaching and learning.  Emphasis in this essay is on whether online teaching and learning happened previous to the start of the pandemic and to determine its effectiveness in terms of access and self-directedness of the learners. Given the devastating impacts of COVID 19 governments had to develop ‘instant’ provisions such as digital/e-learning platforms in the formal education sector in a bid to minimize new infections through social distancing while also supporting learning outside the classroom. The question that remains unanswered though is the appropriateness and effectiveness of the digital platforms in the context of a developing country with existing socio-economic and infrastructural underlying problems; hence the rationale for this paper. In conclusion a few recommendations will be proposed in view of improving the immediate, short-term teaching and learning strategies which can later be reflected upon once the pandemic subsides.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Residence to Online: Collaboration During the Pandemic

    • Authors: Jacqueline L. Cahill, Kristopher J. Kripchak, Gaylon L. McAlpine
      Abstract: Abstract: When COVID-19 arrived with vengeance, face-to-face colleges were naturally scrambling to brainstorm and problem-solve how to best deliver the curriculum in a physically safe manner to complete the semester. At Air University, the intellectual and leadership development center of the Air Force, eSchool of Graduate Professional Military Education (eSchool) is an online graduate college, which offers Squadron Officer School (SOS), Air Command and Staff College (ACSC), Air War College (AWC), and Online Master’s Program (OLMP).  SOS, ACSC, and AWC all have residence colleges too. At the fully in-residence graduate college, Air Command and Staff College, adult learners, who are airmen, geographically move to attend the college. The instruction has always been fully face-to-face, so they did not have online curriculum nor are their professors trained in how to effectively teach online. In order to best meet the students’ needs for in-residence ACSC, eSchool was asked to help. This is when brainstorming sessions started as to how to pivot instruction during the pandemic, followed with sharing of resources, expertise, and faculty training. As a result, ACSC in-residence students received the second half of their semester courseware online, which followed significantly more best practices than if a collaboration of the online and residence colleges had not occurred. Perhaps there was a silver lining that may bring about additional educational options in the future.   Keywords: pandemic teaching, professional military education, online learning, online teaching, collaboration, teamwork, residence to online, adult learners
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Building Student Communities in Spite of the Pandemic

    • Authors: Viola Ardeni, Sara Dallavalle, Karolina Serafin
      Abstract: In times when the Humanities at large have suffered reductions in enrollments, the ability to build student communities has been seminal to the survival of many departments. Building student communities for language departments in particular includes planning conversation hours, movie nights, and cultural events aimed at attracting students and raising retention rates. The Covid-19 pandemic has forced departments across the country to modify not only their course formats, but also the events offered outside of the regular teaching schedule. In this article, we will discuss the shift that the Italian Language Program at Indiana University Bloomington decided to apply to our community building activities during and after the transition from in-person to an online mode of instruction. In order to translate several events planned for the rest of the spring semester into an online environment, we had to resort to the extensive use of social media, such as Instagram and Facebook. Moreover, it was necessary to find creative ways to completely rethink our outreach efforts while still being relevant. Through a tight collaboration among language instructors, we invented and implemented a series of new activities (such as online bingo and cooking lessons) as well as translated those that were crucial for our program to exist and thrive into an online environment. A Karaoke Project that was originally intended to be the highlight of the academic year presented the greatest challenge in organization and modification; and yet, with creativity and an open-minded attitude, we managed to successfully finish the project with high student participation.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Keeping Things Normal During an Uncommon Time: A Lesson from National
           Taiwan University

    • Authors: Meilun Shih, Guan-Ying Li, Wei-Shun Chang
      Abstract: The COVID-19 pandemic impacts the learning and teaching experiences of faculty, students, and school staff in all levels of education around the world. While most schools face the challenges of closing down campuses, moving courses online, and relying on technology tools to deliver instructional activities, as one of the few countries with a regular semester schedule, universities in Taiwan have different experiences handling the current situation. This reflective essay aims to share our experiences and learned lessons at National Taiwan University (NTU) about keeping everything going commonly during the uncommon time. This essay will focus on the countermeasures the Center of Teaching and Learning Development (CTLD) and Digital Learning Center (DLC) at NTU had taken on in responding to the change versus unchanged environment. The pandemic impact were discussed from the interrelationships of the university policy, course, and instructor. And our reflections provide five suggestions regarding future precautions to other educational institutions.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Emergency Remote Studio Teaching

    • Authors: Tara Winters
      Abstract: The creative arts use primarily visual, kinaesthetic and somatic modes that depend on face-to-face communication in contrast to many other university subjects which rely more heavily on the written word. The hands-on, practice-based nature of art education makes it perhaps one of the least transferrable subjects to a fully online model. What can be learnt, then, from the forced situation of teaching and supervising studio-based learning in a higher education context under COVID-19 conditions' This reflective essay draws on the writer’s experience as a Fine Arts lecturer involved in emergency remote teaching (ERT) of studio-based, visual arts courses during the 2020 academic year. Framed as a series of ‘fieldnotes’ it aims to capture those fleeting, yet significant, thoughts and reflections so easily lost once things quickly reach a level of ‘new normal’. Notes from the field include: the effects of the shifted social dynamic of online communications in a teaching and learning context; the challenges of the video call as a dialogic space for the studio critique; the impact of the more structured nature of online systems with regard to documenting and recording creative work-in-progress; and the affordances of the dynamic, multi-modal nature of the digital medium for working with contextual research material. Developed as a pedagogical perspective combining reflection-in-action and reflection-on-action I offer first-hand observations and discussion, socialised against relevant literature, as a contribution to urgent conversations on the shape of the future learning environment.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • With a Little Help from our Friends: Teaching Collectives as Lifelines in
           Troublesome Times

    • Authors: Lynn Jettpace, Leslie Miller, Mary Ann Frank, Michelle Lynn Clemons, Nancy Goldfarb
      Abstract: Emergencies have a way of changing the orientation of faculty from academic projects to surviving the unknown and coping with change. Many faculty members, because they frequently work independently, often lack support structures through which they can engage in mutual aid during times of crisis. The authors recently discovered that having a community of colleagues with whom to share ideas has made them more resilient to changing circumstances. While the Civility Community of Practice at IUPUI has been meeting since 2014 as an interdisciplinary research collective, it transitioned to a weekly online teaching and support seminar in response to the university’s unexpected move to online course delivery on account of the pandemic. This reflective essay will examine the transformative possibilities of a teaching collective in the face of crisis. From the onset of the crisis, each of the authors had personal and teaching challenges that the group’s Zoom meetings resolved. The weekly meetings involved sharing teaching tips but also basic survival strategies, tips they never imagined discussing with professional colleagues. In addition to discussing the elements that make a successful learning community, this essay will include reflections by each of the five community members about how the Zoom meetings helped them adapt to and navigate their personal and professional lives during the pandemic. In these individual reflections, the authors will discuss how moving their courses online challenged their teaching practices, motivated their experimentation with Zoom, and transformed their online classroom to impact the student learning experience. Keywords: Community of Practice, CoP, Teaching, Learning, Online, Faculty Learning Community, COVID-19, Pandemic
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Emergency Management in Academia

    • Authors: Beau Shine, Sarah Heath
      Abstract: The COVID-19 pandemic created countless challenges in higher education at every level.  At the faculty level, one such challenge was how to convert applied internships into online academic capstone courses in the middle of the semester.  For programs that require their majors to complete internships as part of a graduation requirement, full-semester conversions were necessary, both for the Summer semester and in preparation for the possibility of no internships being offered in the Fall.  Such actions are in the best interest of all students, many of whom are taking the course during their senior year and run the risk of delaying their graduation absent these accommodations.  While on its surface these conversions may seem daunting, both internships and capstone courses share similarities that facilitate the process, including professional development and the integration and application of knowledge students have acquired over their academic careers.  This paper aims to serve as a resource for postsecondary educators in the conceptualization and implementation of these conversions.  The authors examine several important considerations, including creating new assignments to replace uncompleted internship hours, ensuring that mid-semester adjustments continue to meet course outcomes, communicating with students and internship providers to facilitate a seamless transition, and working with colleagues and university administrators to quickly build and approve a new capstone course for the Summer.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • All Aboard! Getting Faculty Mobilized for Emergency Online Teaching

    • Authors: Patrick A. Lach, Lisa M. Russell, Robin K. Morgan
      Abstract: This reflective essay describes steps taken by Business faculty in a U.S. Midwestern mid-sized regional university to assist faculty in making the rapid transition to 100% online teaching. These steps include the development of an online course template within the university’s course management system made available to all faculty with tips and video tutorials specifically tailored to business courses. The coronavirus pandemic forced faculty members at institutions across the world into teaching online in about two weeks. Many tenure-track professors and full-time instructors, who were required to complete extensive training prior to teaching online courses, were relatively well-prepared. In spite of this training, some instructors felt overwhelmed when the pandemic forced an immediate transition online. Adjunct instructors and some junior faculty were particularly affected. Consistent with the conservation of resources theory which suggests that individuals conserve their limited resources (e.g., time, money, etc.) to ensure availability when they are most needed, many instructors, particularly adjunct and junior faculty, were constrained by competing demands. Adjunct instructors often teach limited courses while maintaining full-time employment in their respective fields. Junior faculty also have limited resources due to service and publishing demands. The availability of a special online course helped these vulnerable faculty members make the rapid transition to emergency online teaching. This reflective essay also describes the results of a survey about this transition among both faculty and center for teaching and learning (CTL) staff. Lastly, we recommend strategies for CTLs and academic departments to prepare for future crises. “Deputizing” power-users in each academic unit to redistribute workloads during emergencies and sharing tips and tricks customized for their departments is one such strategy. Creating annual online training modules is another strategy to allow seamless transition to unexpected online teaching.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31374
      Issue No: Vol. 10, No. 1 (2021)
       
  • Hey Friend, Can You Spare Me Some Time'

    • Authors: Margaret Lion
      Abstract: Transitioning from face to face to full online class was a huge, time-consuming challenge. I would now like to share with you what I learned, how I did it, and how to find yourself some time. 
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • "Into the Unknown": Supervising Teacher Candidates During the
           2020 COVID-19 Pandemic

    • Authors: Steffany Comfort Maher, Alan Zollman
      Abstract: In mid-March, our public schools ended classroom instruction due to COVID-19. The timing of the suspension of face-to-face instruction was in the middle of the student teaching clinical experience for our secondary education teacher candidates. Without preparation, teacher candidates were to guide their middle and high school students through online learning. University faculty were experiencing a similar challenge — how to support and direct their teacher candidates in mid-experience. This was a change in the logistics of teaching and in the focus of education. The first priority of the school was not high-stakes standardized testing, nor daily pacing guides, but rather the emotional and social health of students.             This change in the schools’ priorities fit well with the preparation of our teacher candidates at our Midwest regional teaching university. Our focus was to prepare teachers of students, not teachers of mathematics or English. While our secondary teacher candidates did not have all the tools and technology skills needed to switch to online teaching immediately, they did know it was the relationship with the learner that was most important. The second change of the schools’ priorities was a time-allocation switch from mostly teaching to mostly planning, communicating, and supporting one another as teachers. Our teacher candidates already knew that effective communication makes everyone a better instructor and benefits student learning. In order to help our teacher candidates make this transition, we developed the Clinical Practice Interview Protocol and met with our candidates regularly online.             A third aspect was teacher candidates’ prior experience as students of online classes themselves. Many had taken several online or hybrid university courses and knew what worked well and what they needed to avoid as an online teacher.             In this reflective essay, we discuss how the university supervisor supported and facilitated our teacher candidates in preparing and implementing quality instruction.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v9i2.31437
      Issue No: Vol. 10, No. 1 (2021)
       
  • Teaching Techniques to Facilitate Time Management in Remote and Online
           Teaching

    • Authors: Sarah Heath, Beau Shine
      Abstract: The COVID-19 pandemic has caused a host of personal and professional complications for faculty across academia, as well as the students they teach.  While the severity of these complications vary at the individual level and look different for everyone, one area COVID-19 has presented enormous challenges in academia is time management.  Both faculty and students have been forced to adjust their schedules due to consequences of the pandemic (this includes school and university closures, employment issues, and even the virus itself). Such changes create major challenges for both groups, particularly those converting traditional daytime face-to-face courses into online and hybrid formats.  This paper offers three specific techniques to facilitate time management: asynchronous teaching, chunking, and micro-learning.  Research findings have led to the support for each of these techniques.  The authors explain how each technique facilitates time management via remote and online teaching, and make suggestions about each technique in their own courses to contextualize their usage.  Recommendations are also noted, with the goal of enabling faculty to preserve one of their and their students’ resources during and after a pandemic: time.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31370
      Issue No: Vol. 10, No. 1 (2021)
       
  • Teaching in the time of Covid-19

    • Authors: Eric Metzler, Lisa Kurz, Katherine Ryan
      Abstract: In this reflective piece, the authors draw on their experience working with many instructors from a broad variety of disciplines to explore the manner in which the abrupt pivot to online teaching affected instructors' understanding of themselves as university professors.  The essay focuses on three key aspects of college pedagogy -- content delivery, assessment, and faculty-student relationships -- to show that the teaching circumstances of Covid-19 suddenly surfaced several long-standing issues that could no longer be ignored.  The recognition of these issues, effected by the ineluctable transition to online modalities and the concomitant necessary revisions to teaching styles, placed many college teachers in the position of questioning not only what they do as professionals, but also who they are in their roles.  As disconcerting as it sounds, the essay ends with the hope that the lessons learned during Covid-19 will yield better teaching and learning going forward.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Rolling the Die, Learning to Teach

    • Authors: Shelly Scott-Harmon
      Abstract: This essay reflects on one instructor’s sudden pivot to online teaching and preparation for hybrid teaching prompted by campus management of COVID-19. Focused on collaboration, technology, student feedback and adaptation, the writer details a journey that is ongoing.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Pivoting During a Pandemic: Creating Presence for All Students

    • Authors: Beth Dietz, Gina Petonito, K Mann, Barbara Oswald, Camilla McMahon, Meghan Linthicum
      Abstract: The COVID-19 pandemic prompted faculty across the country to pivot their in-person courses to ones that could be offered virtually. Some faculty learned quickly that our economically-challenged students had difficulty trying to access resources that suddenly became remote. In this reflective article, we will highlight the experiences of five social scientists’ efforts to transform courses from in-person to remote delivery, attending to each of the “presences” in the Community of Inquiry (COI) framework (Garrison, Anderson, & Archer, 2001), while also addressing the economic challenges of students on a regional mid-western campus. We end with several “lessons learned” and suggestions for remote delivery as we move forward.             Keywords: Community of Inquiry, online learning, social science
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Making Revision Stick Online

    • Authors: Miranda Yaggi Rodak, Kelly Hanson
      Abstract: This reflective essay documents the adaptation of an active-learning strategy in response to the spring 2020 global pandemic. We detail how we adapted it from its original form as an intentionally nondigital, face-to-face, team-based writing activity into a new, fully digital format. We articulate the active-learning methods driving the original design as well as its resulting learning outcomes in previous semesters. Although we initially worried the pivot into a digital format could undercut the original core learning objectives, we argue that the new format not only delivered those outcomes but generated new outcomes and insights. We describe the activity’s inherent pedagogical flexibility and adaptability across modalities and document how the pivot inspired us to interrogate our previous assumptions concerning face-to-face, team-based writing instruction and active learning.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Emergent Course Curriculum

    • Authors: Aaron Setterdahl
      Abstract: The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) causing the coronavirus disease (COVID-19) pandemic is tragic, yet we can still learn a great deal about the virus and its effects. The biochemistry of the virus is rather interesting despite its ill effects, and it is important to know how it works in order to understand how to defeat it. In the spring 2020 semester, I was teaching a senior level Biochemistry course that would normally cover topics of DNA replication, RNA replication, protein synthesis, gene regulation, and other biomolecular metabolic pathways. Upon the first call for suspending face-to-face classroom study, my course, with the enthusiastic support of the students in the course, changed our focus to understand these topics in relation to viruses. The course structure was modified to include online quizzes, instead of a written exam, and five minute videos made by each student describing the biochemical nature of a virus of their choosing, instead of a traditional presentation. The class met through synchronous Zoom meetings to discuss topics of virus structure, genomes, replication, and potential treatments and prevention methods such as how vaccines are made. This format allowed both myself and the students in the course to learn a great deal about this current threat and treatments in modern medicine. Concepts and ideas learned here will hopefully plant the seed in the students’ minds so they will be strong advocates for science and education.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Dialogue in Online Learning Spaces: How Transitioning to Online Learning
           during a Pandemic Impacts Critical Classroom Dialogue and Inclusivity

    • Authors: Alexandra Sousa
      Abstract: The sudden shift to online learning because of COVID-19 created a series of challenges for educators. Faculty took a “triage” approach to reformatting their courses quickly. And while this was a necessary approach for many reasons, you couldn’t help but wonder what students would be missing. As a Communication Studies professor, dialogue is an essential tool I use in the classroom. Effective dialogue can lead to a greater acceptance of diverse thought and individuals, as well as less divisiveness and intolerance. So, when the pandemic forced us to switch to online learning, the biggest question I had was: How do we maintain effective classroom dialogue in online learning spaces' This reflective essay seeks to answer this question in real-time, as I simultaneously prepare to teach at least another year of online courses. I explore the importance of dialogue in the classroom, how dialogue can be a conduit of inclusivity, why we should strive for inclusivity in our classrooms, and finally, how we translate these lessons to the online classroom. My hope is that this piece will help further this conversation and act as a resource for maintaining effective dialogue in every type of classroom.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31383
      Issue No: Vol. 10, No. 1 (2021)
       
  • Teaching in The Far-Right Lane

    • Authors: Ruth Savidge Turpin
      Abstract: Abstract: This essay focuses on the role of humanities faculty in the modern university and the impact of technology on that role.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Team-Building and the Re-prioritizing of the Teaching and Learning
           Experience in the Midst of Ambiguity

    • Authors: Christopher J. Young, Vicki Román-Lagunas
      Abstract: This essay discusses one campus’s response to the pandemic. We explore the issues our campus faced, and how we tackled the challenge through cross-functional team building. By prioritizing teaching and learning, we were able to navigate the inherent ambiguity of the public health crisis with flexibility and transparency. Like others in higher education, we embarked into the unknown during the Spring of 2020. It was a journey for all of us, and along the way, there were lessons learned. This is our story.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • "Kaikille okei"- Everyone alright' Shifting topics and practices in
           language students' chat during the global covid-19 pandemic

    • Authors: Anu Muhonen, Elisa Räsänen
      Abstract: In this paper we will introduce a pedagogical blended learning project where students of Finnish as a foreign language in two North American universities come together in a collaborative virtual chat as one of their course assignments. We will further discuss how this practice took new turns upon the emergence of the global pandemic lockdown. 
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31565
      Issue No: Vol. 10, No. 1 (2021)
       
  • Like Peas in a Pod: A Strategy for Creatively Transposing
           Interaction-based Classes into an Online Learning Environment

    • Authors: Elizabeth M. Goering, Andrea Krause
      Abstract: The sudden shift to online learning thrust upon universities worldwide by the COVID-19 crisis created unique challenges related to effective online education. Challenges were most acute for highly interactive classes that were forced to move to asynchronous online learning environments. In response to these challenges, we developed an instructional model, rooted in group communication theories and concepts, designed to promote meaningful online learner-to-learner interaction. In this paper, we provide an analytical assessment of our communication-based interaction model, which was implemented in five classes taught at a German university during the COVID shutdown. Part 1 describes the model, its development, and its implementation. Part 2 analyzes learners’ perceptions of the model’s effectiveness using a mixed-methods approach. Results demonstrate the viability of the model, indicating that it is possible to provide meaningful interaction in asynchronous online classes, even in the midst of a pandemic, if communication goals are clearly articulated and strategically implemented.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Instructional Designers as “First Responders” Helping Faculty Teach in
           the Coronavirus Crisis

    • Authors: Victoria Abramenka-Lachheb, Ahmed Lachheb, Amaury Cesar de Siqueira, Lesa Huber
      Abstract: Many higher education institutions in the United States had to implement a strategy of rapid pivoting from face-to-face to online learning in response to the Spring 2020 global COVID-19 pandemic. Face-to-face learning posed a high risk of uncontrolled widespread of the virus, thus, classes had to switch rapidly to a remote mode of instruction that leveraged online learning technologies. The rapid pivoting from face-to-face to online learning posed unprecedented challenges. It is widely accepted among the communities of instructional designers, educators who teach online, and higher education administrators that designing online courses requires more than mirroring face-to-face courses in the online environment (Watson et al., 2017). Instructional strategies adopted in face-to-face instruction are not as effective in online learning environments as research has shown (Baldwin et al., 2018), and as students have remarked[1]. The application of instructional strategies tailored for online learning ensures meaningful learning experiences (Watson et al., 2017); thus, a quality online learning experience. For example, quality online learning experiences do not require weekly meetings as students live in different time zones and adopt an asynchronous approach to learning to ensure flexible and equitable access to course materials. However, providing faculty support for the rapid pivot from face-to-face to online learning with limited time and instructional design resources is uncharted territory. Faculty and instructional designers were challenged to support quality learning experiences through online course design in less than two weeks at many campuses across the country.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Disaster Librarianship

    • Authors: Christopher L. Proctor, Courtney M. Block, Melanie E. Hughes
      Abstract: This reflection article explores how a library on a regional university campus adapted its services in response to COVID-19. It delves into some of the novel conclusions drawn by its librarians about how the library has, does, and will continue to contribute to the teaching and learning efforts of the campus community during and after the pandemic. Although the library building remained open as a physical space, the library building was not actually open as a library; however, traditional library services that were previously offered within the physical environment continued to be offered, albeit in modified capacities and in more digitally focused environments. At its core, the heart of the library is the human connections that librarians and library staff make with patrons; choices were intentionally made to transform services in ways that still encouraged human connectedness and belonging within unprecedented circumstances. Specific service-topics include: outreach and marketing; access services; reference and research services; information literacy instruction; maintaining grants; physical versus digital library materials in distance education; and faculty-student mentorship. The article will then explore novel conclusions drawn from this process of adaptation that will have far-reaching implications for the future of library services, as they contribute to the teaching and learning missions of campuses, once normalcy returns to higher education: e.g. the digital divide; equity of access; advocacy; and the implications of interactive, experiential learning.
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
  • Switching from Face-to-Face to Online Instruction Midsemester

    • Authors: Debora Herold, Tina Chen
      Abstract: The COVID-19 pandemic disrupted higher education during Spring 2020 by forcing all face-to-face classes to unexpectedly transition to online learning. To better understand how switching to remote learning affected students and the factors that impacted their ability to successfully complete classes, 168 undergraduate students in three different psychology classes (six sections total) were asked in the last week of the semester about their experiences from before and after the switch. Students reported some decreased access to technology, changes in work responsibilities, some amount of physical illness, and the need to care for others who were physically ill. Notably, students consistently reported increased stress and decreased ability to focus. Students varied in how much they prioritized classes after the switch, which predicted their performance in the class, measured by exam grade, overall grade, and completion of attendance before and after the switch. Importantly, survey respondents significantly differed from non-respondents in their class performance, which suggests that results from voluntary surveys may capture a limited perspective and possibly underestimate the detrimental effects of the shift to online instruction. Implications for planning for future online classes in a global pandemic are discussed.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.30521
      Issue No: Vol. 10, No. 1 (2021)
       
  • Faculty Perceptions of Teaching Online During the COVID-19 University
           Transition of Courses to an Online Format

    • Authors: Shantia Kerr-Sims, David Mc.Arthur Baker
      Abstract: As a result of the novel coronavirus (COVID-19) pandemic, many universities were required to make quick decisions to accommodate social distancing guidelines. Cherished university events such as commencement and spring convocations were postponed or cancelled. Such decisions were made in an effort to curb the number of people infected with the virus. Institutions were also forced to consider how to continue educating students in the midst of a pandemic. In many instances, faculty were required to transition their face to face courses to an online format. Some instructors were familiar with the instructional strategies and technological tools needed for effective online teaching. Whereas, other novice faculty were hesitant or even resistant to the idea of online teaching and learning. This case study at a Midwest Masters level university, examines the perceptions of faculty (n=158) regarding the quick adoption of their courses to an online medium during the Spring 2020 semester. The web-based survey instrument consists of two sections. Section I had 10 demographic questions, section II had 28 statements with a seven-point Likert-type scale measurement that ranged from 1 (strongly disagree) to 7 (strongly agree). Section II assessed perceptions and attitudes about the quick transition to online, and comparison of students’ engagement for the courses during the spring semester face-to-face vs the online format during COVID-19, and professors’ level of satisfaction with the transition. The data was analyzed using frequency, mean and ANCOVA with SPSS version 23. Findings revealed that generally faculty felt that course quality remained the same, that students’ engagement and performance declined during the pandemic and satisfaction levels with the transition were low.
      PubDate: 2021-04-09
      DOI: 10.14434/jotlt.v10i1.31621
      Issue No: Vol. 10, No. 1 (2021)
       
  • Prologue: Our Journey through the Pandemic

    • Authors: JoTLT Editor, Michael C. Morrone, Christopher J. Young
      Abstract: Rarely are we--we, in the largest sense--affected by a single event. When they do occur, we know that these broadly shared experiences are inherently historical: World War II, the terrorist attacks on September 11, 2001 (vicariously experienced across the world in real time via television and radio), and the Covid-19 pandemic. As faculty in institutions of higher education, we, like others around the world and in different professions, faced an unprecedented experience. How we approached the experiences varied from instructor to instructor from institution to institution. Within these various experiences, paradoxically, there was a common thread: how to meet learning outcomes and achieve student success despite the sudden and radical shift in our and our students’ lives. As we considered, and then prepared a special issue on how the pandemic impacted teaching and learning at institutions of higher learning, it occurred to us that the Hero’s Journey spoke to our common experience. We were forced from our normal lives into the unknown. As we moved into the unknown, we found allies and mentors. We learned new skills and strategies. We confronted difficulties and managed to overcome them, sometimes exceedingly well, sometimes we just survived. And now we prepare for a return to what doesn’t feel like the old normal, but could be. What will we learn from this experience'
      PubDate: 2021-04-09
      Issue No: Vol. 10, No. 1 (2021)
       
 
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