How to Teach Online: An interview with Dr Angel Pazurek (original) (raw)

Challenges and Issues of Teaching Online

Encyclopedia of Distance Learning, 2009

Teaching and learning in the 21st century not only utilizes various technologies, but also takes place any time and any place. During the last decade, higher education institutions equipped many of their classrooms with the latest computer hardware and software ...

Teaching Online: Challenges and Questions

Asian Review of Social Sciences

This is a short research article based on the challenges and questions arising due to online education of government school students. It has been written in the light of online learning during the temporary shutdown of the schools in the unexpected situation of COVID-19. Data collection for this study was done during April and May, 2020. An interview schedule was prepared and seven government school teachers from Delhi participated, voluntarily. These teachers were concerned for the classes till high school. Interviews were based on the online teaching experience of teachers from disciplines of English, Hindi, Mathematics, Science, and Social Sciences. With this piece the researchers tried to examine two main areas. Firstly, the methods and their impact used to teach different disciplines. Secondly, the student - teacher relationship during online learning.

The Role of the Online Instructor

Handbook of Open, Distance and Digital Education, 2022

Online instructors draw upon a complex set of skills, activities, and values to meet the needs of students who are separated from them by time and/or space, but united with them through digital technologies. Berge (1995) introduced the idea that the instructor’s job could be represented through four interrelated roles: pedagogical, managerial, social, and technological. Instructors who develop expertise in all four of these dimensions are well-situated for supporting online students, who similarly must navigate these dimensions. This chapter explores each of these roles and their relationship to online learning. Two additional areas of concern for online instructors, the ethical dimension and the networked dimension, are also discussed.

Edited Chapter Online platforms my experiences in the teaching and learning process

2023

“Art is long, but life is short” is the adage and a teacher is no such exception to this adage. As a late twenty-first-century school/college student, I have witnessed a few classroom transitions from blackboard to overhead projectors. However, the present scenario is different, and the teaching and learning process can be written or viewed from pre-COVID-19 and post-COVID-19. The online classes were conducted during the lockdown to have a continual teaching-learning process. This article is based on the premise of my understanding of e-learning as a faculty to survive and sustain in online platforms or web-based learning platforms such as Google Meet, Zoom, MS Teams and Google Classrooms. The article also shares the journey of a teacher becoming a student in exploring these online platforms. The use of Mentimeter, poll everywhere, slido in classroom teaching both online as well as offline has been refreshing to students to have real-time interaction and this paved way for formative assessment too. The article also discusses the pitfalls of using online platforms in teaching-learning.

Five Roles I Play in Online Teaching: Revisited

2018

In 2005, I published an article entitled Five Roles I Play in Online Courses (Headley, 2005). Those roles were space planner, pace setter, host, connector, and mirror. After more than a dozen years, I have revisited those roles and reflected on what it means to be an effective teacher after a twenty-year span of online teaching. What continues to be crucial, in my view, is the role of relationships between the faculty member and students, and among students in the online environment. This paper explores the changes in our technological and educational context in the last 12 years, and whether there is a continuing need for these five roles for online teachers

Teaching in the Digital Age

Online Professional Development Practices

The shift to teaching online is not straightforward, and faculty new to online teaching needed to be adequately prepared and supported to ensure quality courses and successful student learning outcomes. This chapter outlines both the theoretical and practical influences that informed the teaching of a successful online course. These elements are reflected on and analysed in order to provide recommendations for future professional learning programmes. These recommendations include encouraging faculty members to reflect on their beliefs and values, helping motivate them to make the necessary changes to their teaching practice, ensuring that they are informed about digital age learning theory, and providing ongoing support for both the pedagogical and practical aspects of online teaching.

Teaching in the Online Environment

MODALITĂȚI CONCEPTUALE DE DEZVOLTARE A ȘTIINȚEI MODERNE- VOLUMEN 3

Vast changes as well as new options for online learning help focus on learner needs and success. Students are individuals and there is a chance to review the existing standards and recommend changes to align educational experiences with the student's goals and individual traits. At the same time, there is a need to acquire skills like problem solving along with the ability to explore, research, and take charge of one's own learning. These are the desirable outcomes. The results presented in the research can help faculty wherever they might be most helpful for instructors with limited access to faculty support services and for faculty with little or no experience in online instructional environments and, likely, little time to prepare for online teaching. This is a useful resource as well for faculty who are planning a gradual transition from the face-to-face-only environment to blended or fully online environments. Even faculty already experienced in technology-rich environments will find practical tips for developing more expertise in effective teaching practices. Faculty mentors are the directors of the learning experience. The faculty mentor is not a sage on the stage transmitting knowledge or a guide on the side. When the faculty member takes center stage, a learner may retreat and be more passive unless the faculty is encouraging interaction and engagement with the content every few minutes while also providing time for reflection and integration. An important goal is for students to be engaged with the content at the same level of intensity as the faculty mentor. Strategies that support this shift in responsibilities include assigning students roles in moderating forums; preparing concept explanations, summaries, and examples for other students; conducting peer reviewing activities; and occasionally assuming responsibility for being the forum moderator. The role of the faculty member in this learning experiences framework is to mentor, monitor, examine, affirm acquired knowledge, and challenge the thinking of students doing these types of teaching and learning activities. The role of instructor should be that of mentor or supporter. In online courses, instructors should not be talking heads like they used to be in traditional courses. In this sense, presenting video clips of a lecturing instructor in an online course as the only source of information is a bad practice. This leaves the learner in a passive state. Such video clip resources can be utilized in a more active way. For example, learners and instructors can participate in online chat discussions after watching these video clip resources. In addition to facilitating online discussions, the instructors might focus on students' learning. For example, they can send supporting e-mail messages to encourage learner participation in course activities. The online learning environments afford the opportunity to shift the role of instructors from "delivering" to "listening and supporting" (Judith V. Boettcher, Rita-Mari Conrad, 2016). Another way of providing variety in your course design is to balance asynchronous activities with synchronous activities. When online courses were initially offered, they were almost totally asynchronous. In many ways, they represented a new generation of the correspondence distance learning courses so

Teaching Online: Three Perspectives, Three Approaches

2007

Online courses are growing in popularity, providing opportunities for individuals to complete their education while overcoming time and distance constraints. Innovations in distance education allow for the design and development of online courses that adapt to meet the specific needs and/or learning styles of the students enrolled, and reflect the unique teaching style and personality of the instructor. The purpose of this descriptive case study is to share three perspectives and three approaches of three faculty members who teach a range of graduate level educational technology courses at a university located in northeast Texas. Tips, techniques, lessons learned, and examples of proven interaction activities while meeting course objectives and addressing specific needs of students will be discussed.