Relevant bibliographies by topics / Online Teaching Pedagogy

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Online Teaching Pedagogy'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Online Teaching Pedagogy"

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Söderström, Tor. "Teaching Online." International Journal of Cyber Ethics in Education 1, no. 4 (2011): 10–21. http://dx.doi.org/10.4018/ijcee.2011100102.

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This article examines adult online education by investigating the complex relationship between technology and community. The aim was to explore online teaching in relation to the handbook dilemma teachers meet in their teacher profession by focusing on participation and sharing opportunities. This study analysed several handbooks that aim to help teachers design and implement online education. The advice in the handbooks was contrasted against two empirical cases. Specifically, the study examined how two cases – online adult education courses and special needs teacher training courses – implem
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Meyers, Steven A. "Using Transformative Pedagogy When Teaching Online." College Teaching 56, no. 4 (2008): 219–24. http://dx.doi.org/10.3200/ctch.56.4.219-224.

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Oliveira, Carloney Alves de. "Matemática divertida e curiosa: jogos online na formação do pedagogo." Revista EDaPECI 13, no. 3 (2013): 377–90. http://dx.doi.org/10.29276/redapeci.2013.13.31846.377-390.

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Este artigo apresenta um relato de experiência sobre a utilização de jogos online nas aulas da disciplina Saberes e Metodologias do Ensino de Matemática 1, no Curso de Pedagogia, da Universidade Federal de Alagoas (UFAL), do Centro de Educação (CEDU), como prática educativa na formação do pedagogo, a partir de jogos disponíveis na internet. Baseado nos estudos de Lara (2003), Souza (2004), Rosa Neto (1998), Alves (2006), Fiorentini e Lorenzato (2006), Brasil (2006), Nóvoa (1992), Nacarato e Paiva (2006) e Jarandilha e Splendore (2005) sobre o lúdico no ensino de Matemática e jogos online busco
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Amit, Kumar Singh, and Nempal Singh Dr. "Effectiveness of Online Teaching Pedagogy on Learners." International Journal of Innovative Science and Research Technology (IJISRT) 8, no. 8 (2023): 1837–44. https://doi.org/10.5281/zenodo.14561389.

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This study investigated a set of prescribed methods, strategies, and practices for teaching academic subjects in an online (or blended) environment, where students are in a physical location separate from the faculty member and other students. Online pedagogy is useful for the learner because utilizing the positive aspects of technology so that online teacher can provide a quality educational learning experience. Online pedagogy is to help learners earn higher education no matter where they are located. Learners can also learn what approaches work best for them, which learning activities, lear
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Pike, Pamela D. "Improving music teaching and learning through online service: A case study of a synchronous online teaching internship." International Journal of Music Education 35, no. 1 (2016): 107–17. http://dx.doi.org/10.1177/0255761415613534.

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This case study explored the potential for using a synchronous online piano teaching internship as a service-learning project for graduate pedagogy interns. In partnership with the university, a local music retailer, and a local middle school, three pedagogy interns taught beginning piano to underprivileged teenaged students for 8 weeks. All instruction took place in the synchronous online environment using acoustic Disklavier pianos, Internet MIDI, Facetime, and traditional method books. As a result of the experience, the students demonstrated musical understanding and the pedagogy interns de
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Middleton, Sue. "Pedagogy and Post-coloniality: Teaching “Education” online." Discourse: Studies in the Cultural Politics of Education 26, no. 4 (2005): 511–25. http://dx.doi.org/10.1080/01596300500319803.

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Mantashe, Lunga Xolisa. "Online pedagogy: a changing higher education pedagogy and an emerging lecturer habitus." Independent Journal of Teaching and Learning 18, no. 2 (2023): 29–41. http://dx.doi.org/10.17159/ijtl.v18i2.17293.

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This study explored how the shift to online pedagogy has shaped lecturer dispositions and practices for a post-COVID-19 era, including whether their practices during the national lockdowns could be conceptualised as temporary coping mechanisms or as an adoption of new practices related to effective modes of online teaching. Bourdieu’s theory of human practices was employed to facilitate the exploration. The theory privileges the weight of past practices on agents while permitting incremental changes in such practices, depending on the flexibility and/or rigidity of a human habitus. Six lecture
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McDonnell, Ben. "Teaching Photography via Photography." International Journal of Management and Applied Research 7, no. 3 (2020): 267–82. https://doi.org/10.18646/2056.73.20-019.

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This reflective paper draws on an evaluation of current online pedagogy but also the authors practice as an artist that revolves around forming a relationship between image and sound. As such ‘Listening’ and ‘Looking’ are used as a broad structure for six short essays that draw on experiences of moving to online delivery to consider the virtual classroom as an amorphous, fluid space that can be both problematic but also present opportunities for innovative teaching and learning. In addition to the six reflective essays; Latency, Volume, Spaces to Speak, Lebenswelt, Scre
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Vorob'ev, Evgenii. "Online teaching of Linear algebra using webMathematica." International Journal of Engineering Pedagogy (iJEP) 2, no. 3 (2012): 47. http://dx.doi.org/10.3991/ijep.v2i3.2134.

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Shanta, Shamima Akter. "Student performance evaluation between offline and online pedagogy: A critical analysis with possible suggestions." Journal of Management Info 8, no. 4 (2022): 231–52. http://dx.doi.org/10.31580/jmi.v8i4.2080.

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This study develops a literature review and thereby critically analyses the student performance under online and offline teaching platforms. Online education has much popularity as the leading education instruction mostly during the outburst of COVID-19 pandemic. As a result, as of now different institutes in different countries provide education to the students through online pedagogy. For comparative review analysis, the researcher critically analyzed the current and related published papers in top indexed journals of ISIWOS & SCOPUS. Overall, the review analysis suggests combining onlin
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Dissertations / Theses on the topic "Online Teaching Pedagogy"

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Rogers, Susy. "Online pedagogy : the pedagogical variation model for asynchronous online teaching." Thesis, University of South Wales, 2013. https://pure.southwales.ac.uk/en/studentthesis/online-pedagogy(3c0d84ac-8bd1-4cd9-b43e-e04f444bb304).html.

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The thesis investigates online teaching and learning and in particular, the role of the 'e-moderator' as pedagogical leader in relation to e-learner capabilities. The research builds upon a number of existing models including that of Bass and Alvolio (1996), their 'transactional/task-giving' and 'transformational/motivational' behaviours, and applies these to e-moderator work. Secondly, a review of the research literature provides further concepts applicable to e-learner online behaviour - collaborative capability and knowledge construction ability. These are utilised to create a new model, th
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Hose, Linda J. "The pedagogy and politics of online education in anthropology." [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002180.

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Kemerait, Janet Perkins. "PEDAGOGY FOR INTERNET-BASED TEACHING AND LEARNING AND THE IMPACT OF THAT PEDAGOGY ON STUDENT ACHIEVEMENT AND SATISFACTION." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4361.

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The purpose of this research was to identify appropriate pedagogical practices for Internet-based teaching and learning, determine the status of their use in the community college adjunct instructor's Internet-based classroom, and examine the impact of these practices on student academic achievement and satisfaction. Frequencies, measures of central tendency, percentages, and SPSS Cross Tabulation procedures described and analyzed data from student and instructor surveys to answer these questions. Internet-based best practice and recommended practice pedagogical methods and strategies were ide
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McMurtry, Kim. "Effective Teaching Practices in Online Higher Education." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/372.

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In the context of continuing growth in online higher education in the United States, students are struggling to succeed, as evidenced by lower course outcomes and lower retention rates in online courses in comparison with face-to-face courses. The problem identified for investigation is how university instructors can ensure that effective teaching and learning is happening in their online courses. The research questions were: What are the best practices of effective online teaching in higher education according to current research? How do exemplary online instructors enact teaching presence
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Parlamis, Jennifer D., and Lorianne D. Mitchell. "Teaching Negotiations in the New Millennium: Evidence-Based Recommendations for Online Course Delivery." Digital Commons @ East Tennessee State University, 2014. https://doi.org/10.1111/nejo.12047.

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Traditional methods for teaching negotiation have required both instructor and student to be physically present in the same location. With the advent of the Internet and associated technological advances, however, instructors may now transcend geographical barriers and effectively deliver the same content virtually. In this article, we present an exploratory study comparing two masters-level negotiation courses: one taught using a traditional in-person method and the other taught online. Results showed no significant difference in knowledge acquisition as quantified by objective measures, incl
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Ma, Yuxin. "Exploring Faculty Perceptions of a Case Library as an Online Teaching Resource." Digital Archive @ GSU, 2005. http://digitalarchive.gsu.edu/msit_diss/2.

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Professors need alternative programs to support their online teaching. This dissertation reports an initial study in a long-term research agenda for developing a faculty online teaching solution. The primary purpose of the study is to explore faculty perceptions of a case library to help decision makers and researchers determine whether they would pursue the use of such a tool to support faculty online teaching. The secondary purpose of the study is to generate design knowledge to inform future development of and research on this or similar case libraries. The methodology of this study include
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LO, HUEI-WEN ANGELA. "A MAPPING STUDY: CHARACTERISTICS OF PROFESSIONAL ONLINE INSTRUCTORS." University of Cincinnati / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1120061714.

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Orcutt, Janice Marie. "Teaching Presence and Intellectual Climate in a Structured Online Learning Environment." NSUWorks, 2016. http://nsuworks.nova.edu/gscis_etd/975.

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Teaching presence and its implications for the intellectual climate of an online classroom cannot be fully understood unless explored from the perspective of the instructors who experience it. Framed in the theoretical perspective of the Community of Inquiry (CoI) model, this collective case study investigated the actions, intentions and perceptions of instructors with the intent of developing an in-depth understanding of the phenomenon of teaching presence as it was established in a structured online learning environment. The experiences of selected successful instructors in this specific onl
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Nowocin, Laura Jean. "EXAMINING THE RHETORIC OF ONLINE DISCOURSE: TOWARD THE FORMATION OF A GROUNDED CURRICULUM IN ONLINE INSTRUCTION." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143477225.

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Osmanoglu, Aslihan. "Preparing Pre-service Teachers For Reform-minded Teaching Through Online Video Case Discussions: Change In Noticing." Phd thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612868/index.pdf.

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The aim of this study was to investigate the changes on what the prospective elementary mathematics teachers noticed as they watched video cases and discussed online. More specially, I wanted to answer the question &ldquo<br>To what extent the elementary prospective mathematics teachers&rsquo<br>noticing with respect to reform-minded teaching changes during their video case-based teacher education, in terms of teacher and student roles?&rdquo<br>With this question in mind, I asked senior prospective mathematics teachers at METU to watch six video cases depicting real elementary mathematics cla
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Books on the topic "Online Teaching Pedagogy"

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Sinha, Anamica, ed. Reconfiguring Pedagogy and Curriculum Practice in Light of Online Teaching. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-37974-1.

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Rourke, Arianne. Pedagogy leads technology: Online learning and teaching in higher education : new technologies, new pedagogies. Common Ground Pub., 2011.

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1939-, Stephenson John, ed. Teaching & learning online: New pedagogies for new technologies. Kogan Page, 2001.

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Howard, Jacquelyne Thoni, Niya Bond, and Liv Newman. Feminist Pedagogy for Teaching Online. Athabasca University Press, 2024.

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Johnson, Carol. Pedagogy Development for Teaching Online Music. IGI Global, 2018.

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Jha, Prem Kumar. Online Pedagogy ; Innovative Teaching and Learning Strategies. Vista International Publishing House, 2005.

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O'Dowd, Robert, and Tim Lewis. Online Intercultural Exchange: Policy, Pedagogy, Practice. Taylor & Francis Group, 2018.

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O'Dowd, Robert, and Tim Lewis. Online Intercultural Exchange: Policy, Pedagogy, Practice. Taylor & Francis Group, 2016.

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O'Dowd, Robert, and Tim Lewis. Online Intercultural Exchange: Policy, Pedagogy, Practice. Taylor & Francis Group, 2016.

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Online Intercultural Exchange: Policy, Pedagogy, Practice. Taylor & Francis Group, 2015.

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Book chapters on the topic "Online Teaching Pedagogy"

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Psoinos, Dionysios I. "Online Language Teaching Pedagogy." In SpringerBriefs in Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79919-9_3.

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Pratihar, Dilip Kumar. "Effective Online Teaching and Evaluation Methods." In Engineering Pedagogy. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8016-9_5.

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MacLeod, Maureen. "Using Technology in Pedagogy and Assessment." In Teaching and Learning History Online. Routledge, 2023. http://dx.doi.org/10.4324/9781003258414-12.

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Glazier, Rebecca A. "Teaching Online During a Crisis: What Matters Most for Students." In Pandemic Pedagogy. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-83557-6_10.

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Dam, Linda. "Pandemic Pedagogy." In Online Teaching and Learning in Higher Education during COVID-19. Routledge, 2021. http://dx.doi.org/10.4324/9781003125921-4.

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Sokoloff, William W. "Teaching Political Theory ONLINE at a “Hispanic Serving Institution”." In Political Science Pedagogy. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23831-5_6.

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Tanui, J. K. and, and F. M. Mwema. "Online Teaching in Universities in Developing Countries." In Engineering Pedagogy Towards Outcome-Based Education. CRC Press, 2022. http://dx.doi.org/10.1201/9781003083160-8.

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Bognar, Branko, Marija Sablić, and Alma Škugor. "Flipped Learning and Online Discussion in Higher Education Teaching." In Didactics of Smart Pedagogy. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01551-0_19.

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Jones, Mellita, and Josephine Ryan. "The Online Space: Developing Strong Pedagogy for Online Reflective Practice." In Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_11.

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Vu, Tien Thinh, and Diem Bich Huyen Bui. "Zoom's screen sharing and breakout rooms in teaching reading online." In Post Pandemic L2 Pedagogy. Routledge, 2021. http://dx.doi.org/10.1201/9781003199267-4.

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Conference papers on the topic "Online Teaching Pedagogy"

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Corbin, Lillian, and Lisa Bugden. "ONLINE TEACHING: THE IMPORTANCE OF PEDAGOGY, PLACE AND PRESENCE." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0500.

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Isidori, Emanuele, Iosif Sandor, Celina Salvador garcia, and Alessandra Fazio. "TEACHING SPORTS PEDAGOGY THROUGH FACEBOOK: A CASE STUDY." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-183.

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Sports pedagogy is a subject matter, which is taught in all sports sciences courses in all Italian Universities, which offer programs of this kind. Being this discipline entirely new in Italy, the impact of its teaching on students has been scarcely studied and explored by scholars. Also, the subject has never been innovated by adopting new teaching and learning models. Starting from this genesis, our study aims to reflect on the possibility of innovating the teaching of sports pedagogy through the technologies offered by Web. 2.0. In our research, we show that this innovative way of teaching
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Rezwan, Sheikh Md, and Ahmed Inzamam Chowdhury. "Investigating a new teaching pedagogy in an online design studio." In 2023 Second International Conference On Smart Technologies For Smart Nation (SmartTechCon). IEEE, 2023. http://dx.doi.org/10.1109/smarttechcon57526.2023.10391608.

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Lloyd, Clare, Annika Herb, Michael Kilmister, and Catharine Coleborne. "Partnerships and Pedagogy: Transforming the BA Online." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13001.

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There has been much written recently round the “digital revolution” of universities (Nascimento Cunha et al., 2020). Indeed, in 2020 the COVID-19 pandemic demonstrated the need for universities to adapt and adopt new technological tools for teaching and learning, as both the global world we live in changed, and as students adapted to the continually evolving digital landscape. The BA Online is a new interdisciplinary online presence for the humanities and social sciences, and includes a focus on constructive alignment, innovative learning objects, and social learning. The semester-long courses
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Groth, Randall. "Navigating layers of uncertainty in teaching statistics through case discussion." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08509.

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The dynamics of an online case discussion among a group of fifteen prospective secondary mathematics teachers are described. During the discussion, participants offered and debated conjectures about general pedagogy, statistical content, and content-specific pedagogy. Their collective discourse showed that cases can help catalyze online conversations in which prospective teachers challenge one another’s claims and interpretations. It also suggested that discussion moderators may need to help participants consider factors in addition to teacher explanations when analyzing the path of students’
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Morreira, Shannon. "Pandemic Pedagogy: Assessing the Online Implementation of a Decolonial Curriculum." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12861.

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The student protests in South Africa (2015–2017) triggered shifts in pedagogical practices, such that by 2020 many South African higher education institutions had begun to make some concrete moves towards more socially just pedagogies within teaching and learning (Quinn, 2019; Jansen, 2019). In March 2020, however, South Africa went into lockdown as a result of Covid-19, and all higher education teaching became remote and non-synchronous. This paper reports on the effects of the move to remote teaching on the implementation of a new decolonial ‘emplaced’ pedagogy at one South African universit
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Eaton, Paul. "Strategies and Reflections on Teaching Diversity Online With Critical Digital Pedagogy." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1437483.

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Allaire, Franklin. "Adapting Core Pedagogy for Online Teacher Preparation: Zoom Breakout Rooms for Online Repeated Teaching Rehearsals." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2094153.

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Allaire, Franklin. "Adapting Core Pedagogy for Online Teacher Preparation: Zoom Breakout Rooms for Online Repeated Teaching Rehearsals." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2094153.

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Turculeţ, Alina. "From Pedagogy to Politeness: Aspects Regarding Feedback in Online Learning Context." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/69.

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The online learning environment has challenged the educational relationships over the last years. The medical safety has hidden us behind some monitors, devices or platforms that allowed us to continue our studies and our professional activities. From faces with or without associated names, we turned into names that accompany empty icons on the wall. Most often, we had to keep our cameras off. When we turned them on and shared our faces with the audience, we offered and received feedback much easier. The feedback has an important role in any human communication. More than that, in the educatio
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Reports on the topic "Online Teaching Pedagogy"

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Bibik, Nadiia, Olena Lokshyna, Oksana Onopriienko, and Oleg Topuzov. Results of the online survey "Organization of primary education in 2022 under martial law": analytical report. Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2023. https://doi.org/10.32405/organization-primary-2023-38.

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The analytical report presents the results of a survey of primary education specialists on the organization of primary school education in the period after the start of the full-scale russian invasion of Ukraine on February 24, 2022 and May 31, 2022 (the official end of the 2021–2022 academic year). The survey was conducted by scientists from the Institute of Pedagogy of the National Academy of Sciences of Ukraine. The conclusions, drawn from the respondents' responses, outline possible options for organizing primary education in wartime. The relevance of the further development of the distanc
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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a
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Topuzov, Oleg, Liudmyla Kalinina, and Valentyn Rogoza. Analytical report on the results of an online survey of academic staff in the context of developing competency-oriented textbooks for a new generation. The Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine, 2021. https://doi.org/10.32405/online-survey-staff-2021-44.

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The analytical report explores the state of practice and prospects for the development and improvement of the content of mathematics and natural sciences education in the context of compliance with international standards, particularly the goals of PISA. The report is based on the results of a survey conducted among researchers from the Institute of Pedagogy of the National Academy of Pedagogical Sciences of Ukraine. The survey focused on analyzing the content of modern textbooks, the application of a competency-based approach, awareness of PISA requirements, and the compliance of educational
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Teo, Chua Tee, and Khiok Seng Quek. Pedagogical change for training teachers: Adapted flipped classroom approach. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/23256.

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This pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individual
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Abera, Mikyas, Jean Claude Byungura, Raymond Ndikumana, et al. Implementing e-Learning in low-resourced university settings: A policy and institutional perspectives at the University of Gondar and University of Rwanda. Mary Lou Fulton Teachers College, 2023. http://dx.doi.org/10.14507/mcf-eli.j11.

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The COVID-19 pandemic outbreak affected most universities, and it severely disrupted their face-to-face teaching and learning processes. The University of Gondar (UoG) and the University of Rwanda (UR) were no exceptions. Before the pandemic, E-learning was not an education norm in both institutions. Education was mainly face-to-face, inside a four-wall classroom experience. As COVID-19 restricted such experience, the two universities adopted a range of online platforms to support teaching, learning, and access to learning resources. Across the globe, E-learning solutions promise institutional
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