THE INSTRUCTOR PARAMETERS OF TRANSITION TO FULLY ONLINE LEARNING

Yıl 2023, Cilt: 24 Sayı: 4, 77 - 94, 01.10.2023

Hale Ilgaz Denizer Yıldırım Nevzat Ozel Salih Demır Mesut Sevındık

https://doi.org/10.17718/tojde.1186586

Öz

Online learning has an old background and is an efficient method if applied correctly. However, during the pandemic period, it has been faced with a negative perception due to the wrong practices brought about by the mandatory and rapid transition. During this pandemic term, most educational institutions have offered support in this process to explain the process to both their students and instructors. This study examined XXX University instructors’ perspectives regarding the emergency remote teaching period in terms of their professional experience, discipline area, online instruction experience, and whether they received training in online instruction. Quantitative research methods were used in the study. An online instructor’s emergency remote teaching perspective scale has been developed and used as a data collection tool. A significant difference has been found in the discipline areas, online instruction experience, and participation in training program. From the results of the research, the need to support the instructors according to the needs specific to the disciplines has been revealed, and it is recommended to investigate the relationships between selfcompetency for online teaching and the perception of institutional support in depth.

Anahtar Kelimeler

online learning, higher education, clustering, instructor perspective

Kaynakça

• Akdemir, O. (2008). Teaching In Online Courses: Experiences Of Instructional Technology Faculty Members. Turkish Online Journal of Distance Education, 9(2), 97-108.
• Albreiki, B., Zaki, N., & Alashwal, H. (2021). A systematic literature review of student performance prediction using machine learning techniques. Education Sciences, 11(9), 552.
• Allen, I. E., & Seaman, J. (2011). Going the distance: Online education in the United States, 2011. Babson Survey Research Group; Quahog Research Group. https://bayviewanalytics.com/reports/goingthedistance.pdf
• Almazova, N., Krylova, E., Rubtsova, A., & Odinokaya, M. (2020). Challenges and Opportunities for Russian Higher Education amid COVID-19: Teachers’ Perspective. Education Sciences, 10(12), 368. Retrieved from https://www.mdpi.com/2227-7102/10/12/368
• Anderson, T. (2008). The theory and practice of online learning: Athabasca University Press.
• Aranganayagi, S., & Thangavel, K. (2007, 13-15 Dec. 2007). Clustering Categorical Data Using Silhouette Coefficient as a Relocating Measure. Paper presented at the International Conference on Computational Intelligence and Multimedia Applications (ICCIMA 2007).
• Becher, T. (1994). The significance of disciplinary differences. Studies in Higher Education, 19(2), 151-161. doi:10.1080/03075079412331382007
• Berry, S. (2019). Faculty perspectives on online learning: The instructor’s role in creating community. Online Learning, 23(4), 181-191. doi:10.24059/olj.v23i4.2038
• Bolliger, D. U., & Halupa, C. (2022). An Investigation of Instructors’ Online Teaching Readiness. TechTrends, 66(2), 185-195. doi:10.1007/s11528-021-00654-0
• Bolliger, D. U., & Martin, F. (2021). Critical design elements in online courses. Distance Education, 42(3), 352-372. doi:10.1080/01587919.2021.1956301
• Bonk, C. J. (2020). Pandemic ponderings, 30 years to today: synchronous signals, saviors, or survivors? Distance Education, 41(4), 589-599. doi:10.1080/01587919.2020.1821610
• Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., et al. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1–126. .
• Caliskan, S., Kurbanov, R., Platonova, R., Ishmuradova, A., Vasbieva, D. & Merenkova, I. (2020). Lecturers Views of Online Instructors about Distance Education and Adobe Connect. International Journal of Emerging Technologies in Learning (iJET), 15(23), 145-157. doi:10.3991/ijet.v15i23.18807
• Cutri, R. M., Mena, J., & Whiting, E. F. (2020). Faculty readiness for online crisis teaching: transitioning to online teaching during the COVID-19 pandemic. European Journal of Teacher Education, 43(4), 523-541. doi:10.1080/02619768.2020.1815702
• Fan, Y., Matcha, W., Uzir, N. A. A., Wang, Q., & Gašević, D. (2021). Learning analytics to reveal links between learning design and self-regulated learning. International Journal of Artificial Intelligence in Education, 31(4), 980-1021.
• Finnegan, C., Morris, L. V., & Lee, K. (2008). Differences by Course Discipline on Student Behavior, Persistence, and Achievement in Online Courses of Undergraduate General Education. Journal of College Student Retention: Research, Theory & Practice, 10(1), 39-54. doi:10.2190/CS.10.1.d
• Gulinna, A., Xie, J., & Korkmaz, N. (2022). Factors influencing faculty’s online teaching decisions. Distance Education, 43(3), 426-443. doi:10.1080/01587919.2022.2088474
• Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The Difference between Emergency Remote Teaching and Online Learning. EDUCAUSE Review, 27, 1-12. Retrieved from https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning
• Jaber, L. Z., Dini, V., Hammer, D., & Danahy, E. (2018). Targeting disciplinary practices in an online learning environment. Science Education, 102(4), 668-692. doi:10.1002/sce.21340
• Joshi, A., Vinay, M., & Bhaskar, P. (2021). Impact of coronavirus pandemic on the Indian education sector: perspectives of teachers on online teaching and assessments. Interactive Technology and Smart Education, 18(2), 205-226. doi:10.1108/ITSE-06-2020-0087
• Kamisli, M. U., & Akinlar, A. (2022). Emergency Distance Education Experiences of EFL Instructors and Students During the COVID-19 Pandemic. Adult Learning, 10451595221094075. doi:10.1177/10451595221094075
• Karakaya, K. (2021). Design considerations in emergency remote teaching during the COVID-19 pandemic: a human-centered approach. Educational Technology Research and Development, 69(1), 295-299. doi:10.1007/s11423-020-09884-0
• Kerr-Sims, S., & Baker, D. M. A. (2021). Faculty Perceptions of Teaching Online During the COVID-19 University Transition of Courses to an Online Format. Journal of Teaching and Learning with Technology, 10(1). doi:10.14434/jotlt.v10i1.31621
• Khan, A., & Ghosh, S. K. (2021). Student performance analysis and prediction in classroom learning: A review of educational data mining studies. Education and Information Technologies, 26(1), 205-240.
• Khan, S., Kambris, M. E. K., & Alfalahi, H. (2022). Perspectives of University Students and Faculty on remote education experiences during COVID-19- a qualitative study. Education and Information Technologies, 27(3), 4141-4169. doi:10.1007/s10639-021-10784-w
• Kulal, A., & Nayak, A. (2020). A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District. Asian Association of Open Universities Journal, 15(3), 285-296. doi:10.1108/AAOUJ-07-2020-0047
• Martin, F., Sun, T., & Westine, C. D. (2020). A systematic review of research on online teaching and learning from 2009 to 2018. Computers & Education, 159, 104009. doi:10.1016/j.compedu.2020.104009
• Martin, F., Kumar, S., & She, L. (2021). Examining Higher Education Instructor Perceptions of Roles and Competencies in Online Teaching. Online Learning, 25(4). doi:10.24059/olj.v25i4.2570
• Martin, F. (2022). Systemic implications for research and practice in online education: A focus on learner, course and instructor, and organizational levels. Distance Education, 43(2), 325-332. doi:10.1080/01587919.2022.2064826
• McGee, P., Windes, D., & Torres, M. (2017). Experienced online instructors: beliefs and preferred supports regarding online teaching. Journal of Computing in Higher Education, 29(2), 331-352. doi:10.1007/s12528-017-9140-6
• Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. doi:10.1016/j.ijedro.2020.100012
• Moralista, R., & Oducado, R. M. (2020). Faculty Perception toward Online Education in a State College in the Philippines during the Coronavirus Disease 19 (COVID-19) Pandemic. Universal Journal of Educational Research, 8(10), 4736 - 4742. doi:DOI: 10.13189/ujer.2020.081044
• Naidu, S. (2022). Threats and tensions for open, flexible, and distance learning post-COVID-19. Distance Education, 43(3), 349-352. doi:10.1080/01587919.2022.2088482
• Redmond, P., Devine, J., & Bassoon, M. (2014). Exploring discipline differentiation in online discussion participation. Australasian Journal of Educational Technology, 30(2). doi:10.14742/ajet.624
• Sari, T., & Nayır, F. (2020). Challenges in Distance Education During the (Covid-19) Pandemic Period. Qualitative Research in Education, 9(3), 328-360. doi:10.17583/qre.2020.5872
• Schmidt, S., Tschida, C., & Hodge, E. (2016). How Faculty Learn To Teach Online: What Administrators Need to Know. Online Journal of Distance Learning Administration, 19.
• Sedaghatjou, M., Hughes, J., Liu, M., Ferrara, F., Howard, J., & Mammana, M. F. (2021). Teaching STEM online at the tertiary level during the COVID-19 pandemic. International Journal of Mathematical Education in Science and Technology, 1-17. doi:10.1080/0020739X.2021.1954251
• Sepulveda-Escobar, P., & Morrison, A. (2020). Online teaching placement during the COVID-19 pandemic in Chile: challenges and opportunities. European Journal of Teacher Education, 43(4), 587-607. doi:10.1080/02619768.2020.1820981
• Shambour, M. K. Y., & Abu-Hashem, M. A. (2022). Analysing lecturers’ perceptions on traditional vs. distance learning: A conceptual study of emergency transferring to distance learning during COVID-19 pandemic. Education and Information Technologies, 27(3), 3225-3245. doi:10.1007/s10639-021-10719-5
• Smith, G. G., Torres-Ayala, A. T., & Heindel, A. J. (2008). Disciplinary differences in E-learning instructional design. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 22(3), 63-88.
• Soffer, T., Kahan, T., & Livne, E. (2017). E-assessment of online academic courses via students' activities and perceptions. Studies in Educational Evaluation, 54, 83–93
• Tan, Y., Zhang, X., Luo, H., Sun, Y., & Xu, S. (2018). Learning profiles, behaviors and outcomes: Investigating international students' learning experience in an English MOOC. In 2018 International Symposium on Educational Technology (ISET) (pp. 214-218). IEEE.
• Taranto-Vera, G., Galindo-Villardón, P., Merchán-Sánchez-Jara, J., Salazar-Pozo, J., Moreno-Salazar, A., & Salazar-Villalva, V. (2021). Algorithms and software for data mining and machine learning: a critical comparative view from a systematic review of the literature. The Journal of Supercomputing, 77(10), 11481-11513.
• Tempelaar, D. (2020). Supporting the less-adaptive student: the role of learning analytics, formative assessment and blended learning. Assessment & Evaluation in Higher Education, 45(4), 579-593.
• Tseng, S. F., Tsao, Y. W., Yu, L. C., Chan, C. L., & Lai, K. R. (2016). Who will pass? Analyzing learner behaviors in MOOCs. Research and Practice in Technology Enhanced Learning, 11(1), 1-11.
• van der Spoel, I., Noroozi, O., Schuurink, E., & van Ginkel, S. (2020). Teachers’ online teaching expectations and experiences during the Covid19-pandemic in the Netherlands. European Journal of Teacher Education, 43(4), 623-638. doi:10.1080/02619768.2020.1821185
• Verma, G., Campbell, T., Melville, W., & Park, B.-Y. (2020). Science Teacher Education in the Times of the COVID-19 Pandemic. Journal of Science Teacher Education, 31(5), 483-490. doi:10.1080/1046560X.2020.1771514
• Vo, M. H., Zhu, C., & Diep, A. N. (2020). Students’ performance in blended learning: disciplinary difference and instructional design factors. Journal of Computers in Education, 7(4), 487-510. doi:10.1007/s40692-020-00164-7
• Xie, J., A, G., Rice, M. F., & Griswold, D. E. (2021). Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19. Distance Education, 42(3), 331-351. doi:10.1080/01587919.2021.1956305
• Zalat, M. M., Hamed, M. S., & Bolbol, S. A. (2021). The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. Plos One, 16(3), e0248758. doi:10.1371/journal.pone.0248758