ABSTRACT
This chapter provides readers with a comprehensive review of strategies for effective design in online instruction. The authors explore the traditional debate between advocates and critics of online education and discuss effectiveness in retention, engagement, and overall academic performance. The chapter differentiates between "online-first" course design and emergency remote delivery, as experienced in the context of the COVID-19 pandemic. Key factors include identifying engagement and communication strategies such as "ask me anything" sessions and tailored selection of resources. Open educational resources (OER), pre-recorded lectures, podcasts, and "online-first" textbooks are presented as appropriate and cost-conscious content options. Also included are alternative assessment ideas and universal design for learning (UDL) and accessibility guidelines. The chapter provides a continuum model for the transition of in-person courses to online instruction while conscious of both instructor workload/ instructional support and expected level of learner workload and engagement. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
ABSTRACT
This study investigates the effectiveness of techno-pedagogical skills of secondary school teachers in their online teaching. A sample consists of 42 CBSE and ICSE secondary school teachers. The research adopts a descriptive survey design for collecting data using the ???Techno-Pedagogical Skill Assessment Scale??? developed by Sibichen (2011). Structured interviews also formed a part of data collection. The results reveal a moderately positive correlation between techno-pedagogical skills and effective online teaching. There is a significant difference between the high level and low level of techno-pedagogical skills of secondary school teachers with their effective online teaching. The positive impact of the COVID-19 pandemic on the techno-pedagogical skill of secondary school teachers is reported in the study.