Factors Affecting Effective Online Teaching Transition in Asian Universities during COVID-19

Autor/inn/en	Das, Rajib; Meredith, David P.
Titel	Factors Affecting Effective Online Teaching Transition in Asian Universities during COVID-19
Quelle	In: Journal of University Teaching and Learning Practice, 18 (2021) 8, Artikel 8 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Foreign Countries; Higher Education; Educational Change; COVID-19; Pandemics; Online Courses; College Instruction; College Faculty; College Students; Professional Education; Student Evaluation; Cheating; Barriers; Technological Literacy; Classroom Techniques; Teacher Effectiveness; Educational Policy; Instructional Design; Bangladesh; Thailand; India; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Online course; Online-Kurs; Hochschullehre; Fakultät; Collegestudent; Berufsausbildung; Schulnote; Studentische Bewertung; Prellen; Technisches Wissen; Klassenführung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Lesson concept; Lessonplan; Unterrichtsentwurf; Bangladesch; Indien; Indonesien
Abstract	Educational institutions, especially the higher education institutions in Asian countries such as Bangladesh and Thailand, have had to stop face-to-face educational activities during the period of COVID-19 pandemic. Online classes have been the only alternative to carry on academic activities. Teachers were suddenly compelled to transition their teaching and learning methodology from a face-to-face to an online model. Employing a quantitative research method, this study identifies factors in teacher's effective transition for successful online teaching. A total of 68 teachers experienced in higher education in Bangladesh, Thailand, India and Indonesia were interviewed by a structured questionnaire. The instrument was scrutinized and approved by a panel of 5 expert educators in higher educational institutes in both Bangladesh and Thailand. The statistical analysis indicated that professional training, students' performance evaluation, cheating concerns in exam perceived by teachers, infrastructure difficulties, lack of students' technological knowhow and difficult online classroom management influenced success in online teaching. A set of inspectional recommendations has been made that might be utilized in policy making by the educational policy makers, institutional authorities and by the practising teachers for designing effective procedures of online teaching and learning. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01