Teaching Online: A Practical Guide

By S. Ko, S. Rossen. 2000

644 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0ce9fe36e57b0dcba5358928df8beb90e825d3ea

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. Brenda Anak Lukas
2. Melor Md. Yunus
3. Mary K. Tallent-Runnels
4. Julie A. Thomas
5. Kiran Budhrani
6. Chuang Wang
7. J. Alejandro
8. A. Lipschuetz

Citations in the corpus

• The Perceptions of Primary School Teachers of Online Learning during the COVID-19 Pandemic Period: A Case Study in Indonesia (2020, background): “Some subject matter is designed and displayed on LMS on Moodle, or email systems, blogs, online discussions, Wikipedia, videos, articles, and other platforms (Ko & Rossen, 2017; Ogbonna et al., 2019; Papachristos et al., 2010; Sturm & Quaynor, 2020; Tarman, 2020).”
• ESL Teachers’ Challenges in Implementing E-learning during COVID-19 (2021, background): “According to Ko and Rossen (2017), the successfulness of teaching activities is affected by teachers’ ICT skills and experiences, which was considered as one of the challenges they face.”
• Raising the bar: Encouraging high level thinking in online discussion forums (2004, background): “Romeo (2001) discovered graduate students valued the convenience of distance learning and the opportunity to develop more in-depth relationships than possible in a weekly class.”
• The Retention of Experienced Faculty in Online Distance Education Programs: Understanding Factors that Impact their Involvement (2009, background): “Ko and Rossen (2003) wrote that some faculty teach distance education courses because they seek a heightened awareness of teaching and a connection to a global community of educators.”
• Issues and Challenges for Teaching Successful Online Courses in Higher Education (2017, background): “Studies have identified and examined critical issues affecting quality of online education such as communication, technology, time management, pedagogy, and assessment (Bassoppo-Moyo, 2006; Conaway, Eston, & Schmit, 2005; Ko & Rossen, 2010; Limperos, et al., 2015).”
• Online Learning Self-Efficacy in Students With and Without Online Learning Experience (2016, background): “In addition to the ability to use technology, successful online learners must often possess other skills such as self-directedness, communication skills, and time-management skills (Ko and Rossen 2010; Roper 2007).”
• Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses (2018, background): “Instructors weekly announcements to the class Ko and Rossen (2010)”
• Challenges of e-Learning during the COVID-19 Pandemic Experienced by EFL Learners (2020, background): “An article published by editorial board Liguori and Winkler (2020) is about the pandemic’s impact on entrepreneurship education. They called for more studies and resources on the challenges regarding online entrepreneurship education. Another study explored the importance of online learning and inve”
• Examining Faculty Perception of Their Readiness to Teach Online (2019, background): “However, some researchers disagree with this idea and explain that teaching in the online modality is different from teaching in the classroom and that the online faculty member’s role is different from that of a faculty member teaching in the classroom (Ko & Rossen, 2017; Wray et al., 2008).”