Faculty Resistance to Change
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This study explored university faculty members' willingness to teach online in relation to their resistance to change. Researchers examined whether a relationship exists between resistance to change and motivators or barriers to teaching online. Participants were 131 faculty members of all ranks from a private, comprehensive university in the greater Los Angeles area. Participants reported such barriers as their discipline not being suited to online teaching, an absence of time for online course preparation, and a lack of skills or confidence in teaching online. Reported motivators included financial incentives, increased flexibility, and keeping current with various modes of delivery. Reported barriers were positively correlated with faculty's resistance to change, demonstrating that faculty who were reluctant to change their routines, had negative reactions to the presence of change, and saw short-term change as inconvenient were more likely to see barriers to teaching online. Faculty rank was related to certain study variables. Implications for these findings are discussed.Keywords:
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Rank (graph theory)
This paper takes into consideration of the problems discovered in the quality of online course teaching in the University and cooperates with related departments to conduct a survey on quality of online course teaching and practice, with the purpose of detecting how students evaluate their online course teaching and learning at present, analyzing the factors that influence the online teaching quality, and proposing some strategies to facilitate and improve online evaluation of teaching and enhance education and teaching quality in the University.
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At present, mobile phones, computers and other digital devices are very popular among college students. With the popularization of modem information technology, the traditional teaching methods must be reformed and innovated. The construction and implementation of online open courses meet this requirement. Based on the experience of "Food Chemistry " online open course construction, this paper summarizes and suggests the role of online open course in the development of education and teaching, the content and standard of online open course construction, teachers' online teaching and supporting services, so as to provide a reference for online teaching and education.
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Due to the impact of the COVID-19, online teaching has become a common teaching method at present, and in-depth research on online teaching methods is of great practical significance. In the computer network course, we organize the online teaching process according to the BOPPPS model combined with online teaching tools such as DingTalk and Rain Classroom. We use Rain Classroom to seize the pre-class preview and use DingTalk to achieve participatory online interactive teaching and complete homework correction and online Q&A. The results of the questionnaire show that the above-mentioned teaching organization method can enable students to actively participate in interactive teaching, and students' approval of online teaching is relatively high.
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Abstract The current manuscript is a reflective case study that describes the emerging design of the author's first online mathematics course. The case study addresses how expectations associated with teaching in a live setting can raise conflicts in designing online courses. The author reframes the conflicts into questions; explores the questions and related resources; and describes one possible model for an online mathematics course. Student feedback on the written materials, teaching, and assessment developed for the online course are discussed.
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The thesis analyzes different kinds of online courses both home and abroad, points out the crucial elements making our national online course develop, and proposes the fundamental requirements and contents supporting for the online course teaching environment. Accordingly, the designing strategies and technical details on teaching resources, functions and management modules are fully discussed in the paper, and some detailed teaching plans on online course teaching activities are put forward by the authors.
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Along with the development of computer network technology and the teaching idea,the research of remote education in digital teaching environment and online teaching resources construction has made certain progress.It becomes the exploration direction that how to improve the students' participation to online learning,how to improve the effect of online teaching,how to promote students' online learning.Combined with the features of online course design,this paper introduces the author's comments on the online course evaluation system.
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With the development of new media technology,online course increases rapidly with its unique characteristics,and becomes a new trend of higher education.Quality is the essence of online courses,and faculty teaching online courses is the core of the quality.Hence the performance evaluation of faculty becomes the focus of online education.The article presents an analysis on the approaches and characteristics of faculty performance e— valuation in some higher institutions in the United States with the intention to provide some guides for faculty performance evaluation and development of online education in China.
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As a new teaching mode which is different from traditional classroom teaching, online teaching comes into being with the rapid development of Internet technology. Online education developed earlier in the United States and other developed countries. This paper takes a course taught online as an example, sorts out all aspects of on-campus teaching, analyzes and evaluates the effect of the online course, and reflects on the future development direction of online teaching.
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In the pandemic of Covid-19, online teaching becomes an important method in education. Different online teaching resources are available such as Tencent (QQ) course groups, Tencent conferences, and Massive Open Online Course (MOOCs). The traditional teaching has also been converted into online platforms. Thus, teachers need to learn and use many information technology applications and training skill packages. This research mainly discusses online teaching and students' response to the online course of Chinese culture. Online teaching is simple to operate and achieve the practical purpose of teaching.
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