Through the diversity of activities, and the formation of good and friendly relations with students

Dear Hermann,

I was intrigued by your reply. Could you please elaborate on how online 'switches from teaching to learning'? While online teaching has its merits, (e.g. flexibility, pace), it does not in any way diminishes the value of face-to-face teaching and learning. In fact, forced online teaching and learning activities during Covid has taught us that a vast majority of students and teachers prefer face to face over online. While preference might not be a good direct indicator of 'learning', it sure acts as a mediator since it fits the ideas of student involvement, engagement, constructivism, active learning, which lead to better learning. With online learning, we can simulate these to a certain extent but given an opportunity, the reality will always trump simulation. For school children (K-12), nothing can replace face to face learning.

Online learning has its benefits and works well ALONG with face-to-face learning, not in LIEU of it, if face to face option is available.

You need to discuss with your students any barriers or challenges they are facing by learning online and plan with them supportive straggles that can help them. I do not think there is a list of actions that can be generalised.

Yes, completely agree with Samy Sir. The challenges varies drastically based on infrastructure availablity, learners need and attitute, ability to cope up with the online learning, socio-economic patterns. So, it will be best to get feel from your learners aout their challenges!

I agree that online courses are generally (much) more work than their f2f counterparts. However, I also experience that it all depends on how you plan them and how you deliver your content. See below for detailed thoughts.

I am an advocate of asynchronous (online) teaching and learning. Ideally in a seamless environment, such that students can choose THEIR time and place (including the specific device) for learning and do it at their preferred pace.

I think that if online courses/lectures are done synchronous without necessity, probably even just replicating what is normally done in a f2f lecture, then one accumulates all the drawbacks of both formats. Less to no social interaction, no freely choosable place and time for learning, and so on.

So to me, the key is to rethink everything when planning an online lecture or course. One to one migration of f2f classes into the online environments won't work. But that's exactly what has been done a lot during the start of lockdowns everywhere. To me that's the biggest barrier of online learning.

I fully agree with Markus Orthaber that the fundamental long-term trend is the transition from synchronous to asynchronous learning. However, the main obstacle is not so much the technology of the training process itself, but rather the problems of administration: control, feedback, etc. Synchronous technologies make it possible to partially compensate for this disadvantage.

This does not mean that synchronous learning will disappear in the long run. Apparently, it will return in the form of robotic AI techniques.

Barriers and Evidence-Based Strategies in Online Learning ... The aims of this research is to contribute to overcoming the barrier to online

Create autonomous learners by activating their meta learning skills. Generally, I switch the learning objectives from the curriculum achievements (score-based) into learning to learn (process-based). So I am not teaching my students how to finish the tasks, but how to build their curiosity toward the tasks.

As a future educator, one way to overcome the barriers of online learning/teaching is to let the learners be aware of the current situation and the method used in teaching. In addition having mutual understanding to the learners can create connection to both the learners and the teachers.

Through intensive courses

Through the establishment of intensive courses so

while become Technically expert to learn as well teach Luqman M Rababah

Article Barriers and solutions to online learning in medical educati...

Luqman, I have sent you a direct link to an article that seems very relevant to your query. I hope that this is helpful.

Interesting question and replies.

I guess it has to do with implementation, research and evaluation. We plan, we teach and then we assess ourselves.

Exchange of ideas and dissemination of research on online teaching might help too.

Send a copy of all lesson plans via email or hardcopy in the post. This covers everyone who is unable to access on-line learning. Many students/pupils will not have an email address so you could arrange sending it via whats app or other app. You could also send zoom sessions or record your sessions as voice mail. Student access to learning is priority, and sometimes requires educators to think outside of the 'normal' way of working. May be contact pupils and ask what their prefered way of learning is.

I think short analytical work and interviewing the student about what they write. Many students are having homework done with other people and they are not doing the corresponding learning work.

I think that the barriers are overcome as long as you solve the economic problem of those students who lack internet and economic resources to acquire the computer with adequate features in connection speed.

The problems can be solved by integrating it with the face-to-face modality.

By having educational institutions offer technical and logistical support to students and teachers.

The very first step is to know the challenge or the problem, In our case - as product of traditional F2F class, we intentionally utilized FLEXIBLE learning approach wherein learners were categorized into 3 groups namely:

Cat 1 - Purely Modular (They are the learners who can't afford to connect online due to personal concerns, so We provided a student-friendly and student-centered modules.

Cat 2 - Combination of Modules and OL Class (They are the learners who can join OL classes but preferred to use modules)

Cat 3 - Purely Online (They are the learners who prefer to attend class via online platform)

Using this scheme, I think we can address the possible concern.

Thank you!

Students live in different environments. It is important at the outset of conducting procedural research and a survey for each student what challenges he faces when using the Internet, what skills does he master, and what his financial capabilities are. Here, everyone must join hands, such as communications and the Ministry of Social Development

Through the diversity of activities, and the formation of good and friendly relations with students

Through the following points:

Thanks for your contributions, everyone.

In my opinion, barriers of online learning and teaching are multifactorial. One of them is motivation, it means to have the interest to overcome the barrier. On the other hand we have the economical factor, as well as the coginitive factors people may have.

Some online learners may be hesitant to leap into eLearning because they don't have much tech experience. They've heard that eLearning is only for tech savvy individuals, thus, they've avoided it up until now. This is one of the most challenging hurdles to jump over because it's a preexisting belief. Online learners have convinced themselves that they need advanced tech skills to participate. However, you can alleviate their concerns by offering them online tutorials and personalized support. Create online demos that show them how to access and utilize the Learning Management System. Invite them to a new eLearning webinar where you'll walk them through the process. The secret is making them feel right at home in the eLearning environment. https://www.google.com/amp/s/elearningindustry.com/top-elearning-barriers-that-inhibit-online-learners-engagement-elearning-content/amp

Not everybody has great past experiences with eLearning. Which is why they're dreading it now. This is particularly true for online learners who have had to endure boring compliance online training courses. You can't erase the past, but you can get them excited about your current eLearning program. Stress the benefits in advance and let them know what's in store. Online learners who have had bad experiences don't need any more surprises, and especially negative ones. So, be clear about why they should take the eLearning course and how it will improve their lives. Additionally, carry out polls and questionnaires to identify problem areas you need to address. For instance, issues that arose with other eLearning courses. https://www.google.com/amp/s/elearningindustry.com/top-elearning-barriers-that-inhibit-online-learners-engagement-elearning-content/amp

Creating an effective eLearning experience is all about finding the perfect balance. If it's too easy, online learners may become bored and disengaged. If it's too difficult, they may become frustrated and simply give up. As such, you need to research your audience and conduct pre-assessments to find the ideal level of challenge. The goal is to give them a sense of accomplishment without making them struggle through the eLearning course. You can also divide more involved long-term goals into more manageable milestones to increase their motivation. Online learners have the opportunity to monitor their own progress and celebrate their accomplishments along the way. https://www.google.com/amp/s/elearningindustry.com/top-elearning-barriers-that-inhibit-online-learners-engagement-elearning-content/amp

Overcome Social Barriers. Make first contact before the course begins. Send an email message to introduce yourself and provide instructions on how to get started. ...

Create an introductory activity. ...

Provide opportunities for learner interaction. ...

Encourage sharing.

https://onlinelearningconsortium.org/news_item/ten-ways-overcome-barriers-student-engagement-online/

I believe that there has always been a digital gap in access to technological resources and the Internet and COVID-19 has increased the educational deficiencies of those who do not have adequate access. In order to solve this gap, it would be advisable to guarantee equal opportunities for all students, adequately facilitate content, have patience with students, strengthen group work, investigate and offer sites with Internet connection and carry out a prior analysis of digital competence and access to ICT resources for students.

I totally agree Juan Luis Cabanillas García

Having to complete my BSc online and now studying my MSc online, it’s challenging and I miss the face to face interaction, also the freedom to “grab the lecturer for a quick question” during breaks, sometimes you don’t want to ask a question infront of all.

However, the luxury of being able to catch up on a lecture or watch a recording again has been amazing and creates more flexibility.

Time management and structuring your day at home is key, I still get up and dressed like I am going to uni to set my “mind state“ for online lectures