Lakshmy Mohandas, Nathalia Sorgenfrei, Lauren Drankoff, Ivan Sanchez, Sandra Furterer, Elizabeth Cudney, Chad Laux and Jiju Antony
This study aims to identify critical online teaching effectiveness factors from instructors’ perspectives and experiences during COVID-19.
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.
Details
Keywords
Elizabeth A. Cudney, Somer Anderson, Robbie Beane, Sandra Furterer, Lakshmy Mohandas and Chad Laux
Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s…
Abstract
Purpose
Teaching effectiveness is essential to student learning, engagement and success. This study aims to identify the perceived teaching effectiveness attributes from the student’s perspective through a pilot study.
Design/methodology/approach
A comprehensive literature review identified 6 demographic and 25 teaching effectiveness characteristics. The Kano model was used to gather and analyze the student’s voices. The research validated the survey instrument using Cronbach’s alpha to ensure internal consistency and Chi-square goodness of fit to test the data distribution. Differences in response patterns were analyzed using Fisher’s exact test. Furthermore, the magnitude of the effect between the teaching effectiveness attributes was determined using Cramer’s V test.
Findings
This study determined that students perceived 19 attributes as one-dimensional, 3 as indifferent, 2 as attractive and 1 as one-dimensional and attractive. The analysis found differences in response patterns concerning readings and materials, grading rubrics to set assignment expectations and group/teamwork on projects.
Research limitations/implications
As a pilot study, the sample size was small. Additional research should validate the survey using a larger sample. While the study results are specific to the college surveyed, other educators can use the methodology to identify the attributes important to their students.
Practical implications
Categorizing attributes based on the student’s voice enables instructors to focus on attributes that will improve the learning experience.
Originality/value
This research provides a comprehensive methodology for identifying critical teaching effectiveness attributes from the student’s perspective.