TRANSITIONING FROM LECTERN TO LAPTOP: FACULTY EXPERIENCES IN ONLINE INSTRUCTION
Mrs. Deepa Shah
Faculty, Smt. K.G. Mittal College of Arts and Commerce Prof. Swati Parab
Research Scholar, Pacific Academy of Higher Education and Research University, Udaipur Vice Principal-SFC, Smt. K.G. Mittal College of Arts and Commerce
Abstract - As online education became the only way out in the pandemic situation which was sudden, acceptance was compulsory. To face the situation which requires overnight transition, higher education has witnessed an increasing demand of new set of qualifications for faculties. This study is about the role change for faculty from lectern to laptop, identifying the significance of the numerous idiosyncrasies as instructors experience this sudden transition to a virtual environment.
Keywords: Virtual Classroom, Virtual Learning Environments, Student Engagement, Teacher Behaviour, Teacher-Student Relationship.
1 INTRODUCTION
If we’re really serious about all lives having equal value, we need to make sure that the higher education system, both access, completion, and excellence are getting the attention they need. (Gates, 2014, para. 2)
This study explored faculty perspective regarding the unique challenges and role changes they have encounter when shifting immediately from traditional face-to-face classroom to an online teaching environment and how this experience impacts their professional role.
As online education has become the norm of current pandemic situation, faculty must increasingly shift their teaching strategies and responsibilities to succeed in an online environment. The shift is a demand of evolving roleof faculty –
from sage on the stage to guide on the side from knowledge dispenser to resource provider from lecturer to guide
from authority to facilitator
An essential component of institutional strategies includes understanding the evolving role of instructors in higher educational settings and their struggles when shifting immediately from traditional to online learning environments.
1.1 Research Methodology
This study adopted digital survey method via google forms to capture demographic as well as faculty views of teaching online as motivators and inhibitors on a 5-point Likert type scale. The survey was designed to capture faculty perceptions through more than 10 attributes outlined that could be considered motivating factors to teach online or inhibitors in teaching online. The questions focused on faculty views of teaching, including roles.
Similarities, advantages, recognition, barriers, institutional support, and training needs.
Additional open-ended prompts at the end of the instrument encouraged faculty to provide their views on online teaching. The survey was distributed via an email and WhatsApp invitation (a link to Google Form) to faculties engaged in graduate and post graduate commerce, science, engineering and vocational streams
1.2 Objectives:
This dissertation research explored faculty perspectives regarding the unique challenges and role changes they may encounter when transitioning from a traditional face-to-face classroom to an online teaching environment and how this experience impacts their professional role.
1.3 Hypothesis:
H0 – The sudden transition from face-to-face to online was not welcome by faculty due to
Ha1 –The sudden transition from face-to-face to online was welcome by faculty due to motivators
1.4 Scope of Study:
The problem addressed by this study focuses on the sets of experience or challenges, perceived or real, that faculty in institutions of higher education encounter when sudden transitional to online teaching and learning environments and how these barriers impact the teaching and learning experience as well as the evolving role if instructors within digital contexts.
1.5 Limitations of Study:
The overall research relies on primary data collected through questionnaires.
No personal interaction with the Faculty to understand more about their experience and attitude due to COVID-19.
1.6 Research Question
Faculty perceptions of the sudden migration from face-to-face instruction to online are worthy of exploration to more fully understand the voice of the faculty participating in this instructional shift.
The overarching research question for this research was: What can be learned from the faculties who have taught in both traditional classroom and online settings and how do they navigate these diverse teaching environments?
1.7 Sample:
To collect primary data, faculties teaching into theory subjects and practical subjects were selected
Sampling is based on a non-probability sampling method. Under non-probability sampling Judgement or purposive sample, a method is used. Due to pandemic link has been sent to the selected number of customers through social media to fill the form. The main aim was to collect at least 85 responses from faculties having teaching experience with the practical subject. 20 responses were received
2 LITERATURE REVIEW
Key Differences in Traditional Versus Online Teaching
(Darabi, Sikorski, & Harvey, 2006; McQuiggan, 2012) Research studies have articulated many of the changes faculty experience when moving from the podium lecturing as a sage on stage to a virtual online instructor. The acclimation process identified by faculty moving from the familiarity of lecturing in a face-to-face classroom is expressed in the unique nature, qualities, and experience of teaching online.
(Bates & Watson, 2008; Batts, 2008) Online teaching requires a different set of skills and faculty competencies Role Change
(Baran, Correia, & Thompson, 2011) Online learning environments, by nature, fundamentally change the way instructional practices are conducted. Extensive research conducted since the late-1990s has articulated primary roles for online instruction that have been reaffirmed and expanded.
(Berge, 1998; Keengwe& Kidd, 2010; Wiesenberg& Stacey, 2005)The primary roles of online faculty are categorized as pedagogical, managerial, social, and technical, which have been further studied assessing other variations (Anderson, Rourke, Garrison,
& Archer, 2001; Aydin, 2005).
(Bolliger & Wasilik, 2009; McQuiggan, 2012)Lack of Transferable Teaching Experiences. Experienced classroom instructors may feel like novices as online teachers who lack requisite skillsets and techniques. Instructors making this transition have an opportunity to rethink their fundamental ideas about teaching (Tallent-Runnels et al., 2006).
3 DATA ANALYSIS AND INTERPRETATION:
1. Did you had online teaching experience before (Yes /No)
Inference: Analysis shows that respondents for the survey between 3 colleges – 90% had no prior online teaching experiences.
2. The role of online teaching is multidimensional and requires a more integrated approach that blends subject expertise with technical delivery (Agree/Disagree)
Inference: Analysis shows that 95% agree with the requirement of the online teaching.
3. Past teaching experience was sufficient to equip for online teaching? (yes /No)
Inference
Analysis shows that past teaching experience was not enough.
Q.2 Which factor from the following motivates you to online teaching. Rate them on 0 to 5 scale where 5 being the highest motivator and 0 being least motivator
Motivators
Overall Job
satisfaction Opportunity
to diversify Flexibility
Technical support
to perform
the job
Compensation for the work done. Monetary
and Non- monetary
Personalized student
engagement Recognition
Reduced teaching load
Students attaining the same results
Convenience of working from home
3 4 5 3 4 3 3 2 2 5
3 4 4 3 3 3 3 3 2 2
3 3 5 4 3 4 4 5 3 5
3 4 4 3 3 3 3 2 3 3
3 3 2 2 3 2 3 4 3 4
3 5 5 5 5 4 4 5 4 5
3 3 3 4 5 1 5 3 1 2
3 3 3 5 3 3 4 1 4 1
3 5 5 5 4 5 5 2 5 5
3 5 5 5 5 4 4 5 2 5
3 5 5 1 4 3 2 4 2 2
3 3 5 5 1 1 1 2 1 5
3 4 4 5 4 2 3 3 3 5
3 5 5 4 4 5 5 3 4 5
3 4 5 3 3 4 4 2 3 1
3 2 3 2 2 2 4 4 2 3
3 4 5 4 3 3 2 3 3 4
3 4 4 4 3 3 3 3 2 5
3 4 5 5 3 3 2 4 3 5
3 4 5 5 3 3 3 4 4 5
3 3.9 4.35 3.85 3.4 3.05 3.35 3.2 2.8 3.85
Total = 3+3.9+4.35+3.85+3.4+3.05+3.35+3.2+2.8+3.85 = 34.75 Mean = 3.475
De motivators Role
change from authority in classroom to facilitator in online sessions
Lack of technical background
Lack of training and support from institutes
Requirem ent of different skill sets
Lack of monetary support
Concern about intellectual property
Concern about family privacy
Time commitment exceeds face-to-face
Concern about promotio n and growth
Lack of encoura gement from top authorit y
4 2 4 4 5 5 5 4 4
4 2 3 3 4 4 4 4 4 4
3 1 3 4 3 4 5 3 3 3
3 2 3 2 3 3 4 4 4 4
3 2 4 3 3 3 2 3 3 3
5 1 1 5 5 3 2 4 5 1
3 2 1 5 2 2 2 3 1 1
4 1 1 2 2 2 1 1 5 3
4 2 5 4 4 3 4 4 3 4
5 1 5 3 3 3 1 5 5 4
1 1 4 4 4 3 5 5 1 4
5 2 5 5 5 5 1 1 1 5
3 1 1 2 2 1 3 3 1 1
4 2 3 5 4 4 4 4 4 4
3 1 2 3 4 5 4 3 4 2
4 1 4 4 3 4 4 4 4 4
2 1 4 2 2 4 5 4 4 3
2 1 2 2 2 4 5 4 3 4
2 1 5 4 4 4 5 4 4 4
2 1 4 2 2 5 5 4 3 4
3 1.4 3.2 3.4 3.3 3.55 3.55 3.52 3.3 3.3
Name Did you had online teaching experience before pandemic situation?
Number of institutions
The role of online teaching is multidimensional and requires a more integrated approach that blends subject expertise with technical delivery
Past teaching experience was sufficient ?
Teachers’
role has become central component
sunilsaxena No More than 1 Disagree Yes Agree
Natika No More than 1 Agree No Agree
ANISH DESAI No 1 Agree No Agree
Jyotsna Surve No 1 Agree No Agree
Prof. Sakshi
Khatri No More than 1 Agree No Agree
Harsh Gandhi No More than 1 Agree No Agree
Kapil Baheti No 1 Agree No Disagree
Nayana
Makwana No 1 Agree Yes Agree
Mayank
Bhardwaj Yes 1 Agree Yes Disagree
Shruti Hire No 1 Agree No Agree
SaiyyedAkabarali Yes 1 Agree No Agree
Prof. Gogari
Pankaj Kalyanji No 1 Agree No Disagree
Neelam Gupta No 1 Agree No Agree
Mrunalini No 1 Agree Yes Agree
PRASAD
S.DHURI No 1 Agree No Agree
Neha Raut No 1 Agree No Agree
Deepa Shah No More than 1 Agree No Agree
Rambhia Deepa No 1 Agree No Agree
Asmi Gada No 1 Agree No Agree
Arya Gada No 1 Agree No Agree
Inference:
Motivators have mean of 3.475 whereas De Motivators have mean of 3.18
Which gives us the idea that online teaching is having more motivation than offline teaching. We can reject null hypothesis
H0 – The sudden transition from face-to-face to online was not welcome by faculty due to inhibitors or de motivators
And accept the alternate hypothesis
Ha1 – The sudden transition from face-to-face to online was welcome by faculty due to motivators
4 CONCLUSION
• Consideration should be given to providing faculty a supportive climate for online teaching, ensuring professional development opportunities to support pedagogical strategies, providing user-friendly technology, and demonstrating recognition for workload and adoption of new teaching techniques.
• Additionally, the research presents elements of factors that could enhance successful transition of faculty considering teaching online. The following areas can better support faculty in successfully transitioning to online teaching based on the convergent findings from the data in this study.
5 RECOMMENDATIONS FOR ACTIONS
Consideration should be given to providing faculty a supportive climate for online teaching,
providing user-friendly technology, and demonstrating recognition for workload and adoption of new teaching techniques.
Additionally, the research presents elements of factors that could enhance successful transition of faculty considering teaching online. The following areas can better support faculty in successfully transitioning to online teaching based on the convergent findings from the data in this study:
Create an institutional environment with innovation initiatives supporting online instruction.
Ensure academic and institutional leaders support a cohesive online strategy
Develop a climate that values and respects online education
Acknowledge the faculty encumbrance when initially migrating to online teaching
Broaden professional development opportunities for pedagogical and technical training
Review faculty workload, compensation, and recognition for online teaching REFERENCES
UNIVERSITY OF CALIFORNIA, SAN DIEGO
A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education BY
Nancy Lee Rohland-Heinrich
https://scholarworks.calstate.edu/downloads/zc77sq57v Virtual Teaching: A New Normal
Prof. Bhavika Patni [email protected]
Assistant Professor, Smt. K.G. Mittal College of Arts and Commerce
