Aftab Amin I am not sure there is one size fits all for many of the questions. The tools may depend on the instructor's experience, the discipline of the students, and the availability of the LMS system. Regarding LMS's, I am afraid the Pandemic has solidified some of those connections, so my suspicion is that most institutions are "all-in" whatever their current LMS happens to be. Regarding other items, I guess it depends on how you weight the criteria. Is it price, integration with existing systems, ease of use etc?

Recently I have had to cross boundaries between Canvas and Sakai courses (see below for comparison). In terms of recommendations, the key issue here is transfer not necessarily content. Teacher experience and class norms may be key here. Some Harvard classes that are based on case studies and discussions have migrated almost entirely to Zoom and breakout rooms (the norms of their environment) where other classes have migrated entirely to asynchronous modalities to provide flexibilities to either mobile or displaced students in terms of geography.

https://raccoongang.com/blog/lms-comparison-what-lms-suits-your-needs-best/

Actually, we use Moodle platform, which is open and free. Furthermore, it provides the teachers with some tools that facilitate their pedagogical tasks such as assessment (quiz, assignment, Questions with Multiple Choices, ...). Also, it offers some tools for the students to carry out their learning /evaluation process. I think that the main advantage of this plateforme is the use of virtual classrooms. Finally, you can use many langages in the same time. So, any course can be taught within this e-learning platform.

Dear Amin

U can use following platforms to online teaching and assessment.

1. Zoom

2. Cisco Webex

3. Microsoft Team

4. Google Meet

5. Edmodo

6. Skype

7. Whatsaap Video

8. Facebook Live

9. Google Classroom

10. Aha Slides

11. Kahoot

12. Examiner.in

Dear Khem Raj Meena and Khem Raj Meena

Yes, you can use all of the mentioned tools, but I think only for individual use (one teacher with his students). In other words, if you have many teachers, many students and many courses, you have to use an e-learning platform such as Moodle, Sakai ....or another one.

Regards

For the group of students of social sciences until 16 students Moodle system during the seminars by Chat can work well. But the exam of social sciences in Moodle by chat can be attributed only until 10-12 students, for each individually appointing exact time of 15-20 minutes to accomplish(overall it can take more than three hours).

Defence of bachelors, masters works as well as dissertations can be best done by Teams, I think.

Also, for a lecture and a seminar is possible to use Zoom. What is Your experience?

Aftab Amin I am not sure there is one size fits all for many of the questions. The tools may depend on the instructor's experience, the discipline of the students, and the availability of the LMS system. Regarding LMS's, I am afraid the Pandemic has solidified some of those connections, so my suspicion is that most institutions are "all-in" whatever their current LMS happens to be. Regarding other items, I guess it depends on how you weight the criteria. Is it price, integration with existing systems, ease of use etc?

Recently I have had to cross boundaries between Canvas and Sakai courses (see below for comparison). In terms of recommendations, the key issue here is transfer not necessarily content. Teacher experience and class norms may be key here. Some Harvard classes that are based on case studies and discussions have migrated almost entirely to Zoom and breakout rooms (the norms of their environment) where other classes have migrated entirely to asynchronous modalities to provide flexibilities to either mobile or displaced students in terms of geography.

https://raccoongang.com/blog/lms-comparison-what-lms-suits-your-needs-best/

Dear Yacine Lafifi . I am totally agree with you. At university or institute level, Moodle is the best.

Training and support are paramount to the shift to online teaching and learning in this time of the COVID-19 pandemic. A communication strategy is also very important as their are no physical corridors and water coolers where one can get a scoop on what's going on. It is also important that faculty are taught how to put pedagogy before technology to ensure learning outcomes are achieved as shown in the resource:

https://youtu.be/fGEprVb5HHg

Best,

Debra

We used ZOOM, WEBEX, MOODLE. Experience with Zoom was excellent. However, these systems are not available in all countries. Check which one available home.

My recommendations, we have many questions that we need to answer. We need research. Please return to my detailed answers to similar questions to yours. I have listed several research questions.

I Agree With Debra Sharon Ferdinand-James

Judging from the responses, some LMS platforms are clearly more popular than others. That being said it is also evident that the pedagogical practices are limited by the technology. This will certainly affect learning outcomes, as not all students will be comfortable or competent with certain interfaces. In a way, online learning for the most part appears to be equivalent to painting with a broad brush, “one size fits all”. This supports the notion that technology at present can not truly replace the human factor, which is essential for the intellectual growth and development of any individual.

Edu Me is another platform..but when dealing with adult learners, the question of 'why should I do this lesson?' determines the uptake by the learner.

Paul: I have taught online college courses for 22 years using both Blackboard software and Canvas software. The courses that I taught were in the area of Economics, Business, Finance, and Writing.

In my opinion, online college courses are not as effective as face-to-face courses. However, if a person can't attend a traditional college course, then the online format may be the only alternative.

Like it or not technologies such as the internet, mobile applications, and so on have already influenced the educational demands of the 21st century. The pedagogical utility of such devices can be priceless at unusual times like the COVID 19 situation. However, current studies have proved that a middle of the road approach is perhaps a better alternative. Blending digital tools of instruction with face to face methods can cater to teachers and learners' psychological needs providing opportunities for both on line and off line interactions.

Online learning and teaching methods and applications have been implemented and proved to be useful, helpful, and effective alternatives. Blended learning could be the future.

There are fruitful learning that can be choices based on teacher and students' needs. I'm not sure how well they are work for every user. According to my observation during this pandemic and enroll numerous webinar, some tools are used in as below:

1. Creating videos, animation videos, and video editing

Powerpoint , Screencast-o-matic, CamStudio, Bandicam, Filmora, Renderforest, and Blender (the last two are new for me, I heard them from webinar), Powtoon, Creatoon, Moviemaker

2. interactive and collaborative work

Google drive, Google docs, One drive, Padlet, Wikis, Scop it, Pinterest

3. response system (survey, quizzes, polling)

Mentimeter, Google form, Survey monkey, Socrative, Kahoot, Quizzes

4. Presentation

Powerpoint, Prezi, Canva, Google Slides, Sway

5. Images and image sites

Bitmoji (it is most used), ClipArt Piktochart, Stencils

Wikipedia Commons, Pixabay, Unsplash

6. Podcasting

Audacity, Anchor, Podbean

7. Teleconference

Zoom, Google meet, Jitsi, Cisco Webex, Adobe Flash Player, YouTube, Facebook, Messenger, Instagram

8. Instant messaging

WhatsApp, Facebook, Telegram

From all of them, I used some tools to merge sync and async such IM (WA, FB), presentation +video+image (Powerpoint, Google Slides, Screencast-o-matic, Bitmoji), response system (Mentimeter, Google form, Survey Monkey).

Hello

For me MOOCs are a nice experience

I did a few

Ingrid García

It has been rough going. I conduct zoom lessons over a 90 minute time-frame to various courses in Japan. It has been interesting. My main fault is instilling that same level of interest to students and myself that was there in F2F. My students many times seem bored and also they look lonely. The first years due to CV-19 have mostly stayed at their residences. In Japan, that means that I have learners all over the western part of the country with a few actually in the city where the university and I reside.

On a positive note, I feel that I have become closer to students than with a classroom F2F environment. I realize that over the years I had come to take the students for granted knowing that someone would always be sitting in desk. It have been very reflective for me. I will be a different person if and when we ever get back to a physical classroom regardless of the social distancing.

We have used Zoom in the delivery of the curriculum. It worked well. The experience was new to teachers and students, but with the college and IT support, I think it worked well.

However, we need to assess the impact of these changes on the students' learning.

Dear Dr. Aftab Amin ,

Online learning experiences and recommendations: a successful experiment, but taking all appropriate controls to overcome obstacles.

Good morning the future is on distance EDUCATIN BECAUSE IT IS EXRAMURALEDUCATION. @ECONOMICAL AND CONVENIENT TO HADLE

Not bad if there is no field practice in that course.

The teacher should use attractive methods of teaching. These methods are students-centered methods.

The continuity of learning is essential and must continue to find new and improved ways of using technology to deliver instruction. The loss of direct student-teacher contact has major implications for learning foundations.

The was not new for me, but I have found students do not stay on the platform for the entire class but move in and out, so it was difficult to gauge learning. Doing a short graded review quiz at the beginning of the online session to ensure students have the understanding of the previous material before moving on to the new material can help in this regard. Here is a resource that I hope can be helpful here:

https://www.youtube.com/watch?v=0VVCclyYmZM&list=PLpqgMVhvoDOEx5yc1wkAVtFUWdIoEwheh&index=29&t=0s

Debra

Students are accessing the lessons through many mediums. I have one student who does not have his own wifi so must go to a restaurant or wifi free place to attend our class. Other students easily print out any tasks I send them while others are using their Smartphones. While a Smartphone is convenient, the print is very small and many times they will misread letters, or pronounce incorrectly words that they did not see properly. It also slows down the lesson considerably. This induces boredom and fatigue more quickly than F2F.

Learning via the Internet and offering many seminars and programs online is an appropriate solution in the current period, but it is necessary to take into account the necessity of making the maximum benefit to the participants, because unfortunately, such courses and programs have started to take a profitable aspect at the expense of efficiency and quality.