We are facing a difficult problem during the pandemic: the number of students attending virtual classes has decreased significantly at the undergraduate level.
Supportive the active student and all of them by degrees, points, rewards to encourage them. online active teaching, using interactive tools, videos, motion graphics, info graphics, questioners, sides groups interactions in blackboard virtual platform. Involving each student with name
This is a very good question. Mobilizing students to be active during remote teaching is not easy. Now, due to the SARS-CoV-2 coronavirus (pandemic Covid-19 disease) pandemic, classes in schools and colleges are conducted remotely via the Internet. Due to the suspension of stationary didactic classes in schools and colleges, these classes have been replaced by specific forms of e-learning. In this situation, students learn only at home. Due to the above, many areas of activity that were carried out before, before the SARS-CoV-2 Coronavirus pandemic outside of the home, now unfortunately have to be carried out only or mainly at home depending on the degree of recommended or legally required level of restrictions, safety rules etc. regarding home quarantine. The SARS-CoV-2 Coronavirus pandemic caused significant changes in the teaching process in schools and colleges. Even before the pandemic, in previous years universities have developed internet remote communication systems, computerized didactic process administration systems, digitized library resources, e-learning platforms enabling the sending of didactic materials by lecturers, teachers for students, remote conducting of seminars, project works etc. Currently, when due to the SARS-CoV-2 coronavirus pandemic, for reasons of anti-pandemic safety, in order to limit the scale and rate of epidemic development, stationary didactic classes at schools and colleges have now been suspended and replaced by e-learning in many countries. Due to the suspension of stationary didactic classes in schools and colleges, classes are conducted remotely, through various new online media through specific forms of e-learning. Until now, e-learning has usually not been used to replace the entire teaching process in schools and colleges. Only the current pandemic SARS-CoV-2 Coronavirus caused, for reasons of anti-pandemic safety, to limit the scale and pace of epidemic development, stationary didactic classes in schools and colleges have now been suspended and replaced by e-learning in many countries. In conducting the didactic process through e-learning, the existing, already existing IT solutions and internet platforms were usually used, and new additional tools were launched, e.g. instant messengers for conducting online classes in real time. However, these systems are often not prepared for the implementation of the entire teaching process, i.e. including tests and exams. In addition, some subjects have so far ended in oral exams, which can now be conducted remotely via instant messengers (with the microphone and webcam on) in real time. But unfortunately it is not the same form of the final exam, which was carried out in-house, traditionally at the university. In addition, written exams also, even if they are conducted through specific e-learning platforms in real time, however, there is no full control of students and students to assess whether they independently solve tasks during their solving and implementation of the test. In view of the current SARS-CoV-2 Coronavirus pandemic, the remote form of the teaching process now widespread in many countries is now being used as a temporary replacement form. In my opinion, didactic classes conducted via the Internet in many respects are not a good solution in the long run, because only some types of didactic classes and some taught subjects could be conducted mainly or only in a remote form. The e-learning form of didactic classes can play a complementary role to traditional, stationary didactic classes in schools and colleges. However, it should not completely replace these classes in the long term, inter alia, due to specific problems arising from conducting examinations in a remote form, via the Internet. The effectiveness of e-learning classes is primarily determined by the issue of students' activity in these classes. Unfortunately, activating pupils and students to be active during e-learning classes is not easy. But above all, you should link the assessment of specific tasks and homework with the issue of activity.
Greetings,
Dariusz Prokopowicz
Hi Paulo Tadeu Campos Lopes
I guess it is just a 'virtual form' of absenteeism in normal days. So, perhaps measures such as disciplinary actions, mandatory homework, surprise tests, reinforcement for participation in academic discussions, asking students about the problems or challenges they might be facing in this unprecedented scenario in order to attend the lectures, provision of some interesting online quiz etc. could help increase their participation in online teaching-learning process.
Thank you!
if you are provided a list, you may want to ask them directly. Did they participate more before? or just being there?. They may have issues with internet connection, or not having a quiet room to connect from, or being demotivated or even being sick. Just sending an email may make a difference in that you have notice them.
Can they see the recorded class later? encourage them to catch up. What tools are you using? We found out breakout rooms in Zoom are actually an incentive for online participation in all groups. Is there a clear plan on how the course will be managed, so they feel they have a chance to complete it?
Remember that any solution will not fit all, so need to try a mix of approaches.
I agree with you, your ideas are very clear. I believe that we, teachers, need to stimulate our students. Many have no internet connection or any kind of digital tool. Others are not familiar with this class format. It is a great challenge that we need to face. Thank you!
Many of online platforms facilitate that by allowing each student to answer any question that be asked by the teacher, or asking any question should be answered by the teacher or the peer students. This will ensure good participation of the student, but it needs some effort from the teacher to encourage his students to answer the asked questions in the virtual classroom, or asking related questions to what he presented.
Dr. Mahir H. Majeed
Dean of the Technical institute of Karbala, Iraq
I agree that the online presence system must be maintained in synchronous mode and that students must complete a questionnaire to ensure their presence and participation. They are ways to keep the student within the virtual learning environment.
Thank you Professor Zeashan!
It's almost impossible in third world countries where lots of problems from institutional as well as individual level. At least free internet facility for students in this crisis will be more helpful.
Both the teachers and students have to adapt to teleteaching. It will have technical glitches, resistance to change, difficulty to control the home environment. However, effective teaching will evolve with time
Through his involvement in many activities represented in projects, research, presentations, etc.
Dear Dr. Paulo Tadeu Campos Lopes ,
While students are waiting for class to start, we use the chat function to ask them how they are doing. During the first session, we orient them to our course structure and requirements.
This initial connection makes them feel more comfortable with using this channel to offer questions and comments during the class.
Here this article about How To Succeed in Online Classes During the COVID-19 Pandemic:
https://inchemistry.acs.org/content/inchemistry/en/college-life/transitioning-to-online-classes.html
On line teaching requires equal involvement and participation of both teachers and students.
Creation of What's app group with the teacher and all students of the same class help all to connect each other. This is essential.
Attendance of students should be maintained.
Involving each student with name ,while discussing Q/A during E classes encourages active participation of students.
Providing study materials on taught subjects and then giving them home task for the next class may help them to be regular in attending classes.
Regular whats app interaction help in developing healthy bonding among all members of the group.
A participação do aluno no ensino remoto é tão importante como no ensino presencial. O desenvolvimento de atividades relacionadas com o contexto profissional do aluno podem ajudar a deixar o aluno mais motivado.
Supportive the active student and all of them by degrees, points, rewards to encourage them. online active teaching, using interactive tools, videos, motion graphics, info graphics, questioners, sides groups interactions in blackboard virtual platform. Involving each student with name
One technique to enhance participation in virtual classrooms during COVID-2019 is the adoption of project (problem)-based learning (PBL). In this case, the students must interact to do common task (or project) by collaborating with each other. Teachers can add as an evaluation criterion the number of interactions/participation of each member of the group during the collaboration.
I have used breakout rooms very effectively with a good level of participation and engagement
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