This depends on the ability and skills of the teacher who possesses it in an interesting learning environment in which students find the appropriate alternative to the traditional classroom

Yes this depend on teacher that how can they manage source for learning and utilize these available sources for learning. There are many ways for online learning but its totally depend on teacher how they create learning environment with online sources.

Thanks

It's time to add on skills both for tutor and student. Time learn making use of "obs " , they can create course for student to access sitting at their home comfort....

The use of an appropriate theory will depend on what specific research question or hypotheses you would like to answer. For example, if you are interested in the usage continuance behavior of students in adopting your new learning environment, you my incorporate expectation conformation theory. This will also depend on WHO or WHAT you would like to study as some theories are appropriate for individual participants and some theories are appropriate for groups or organizations. Hope it helps.

We realize that student learning styles are very diverse, for that teachers must use a variety of ways in giving learning assignments, for example using films, case studies, handouts, or other programs. This is done to avoid students' boredom in learning.

depend on the subject of learning, the level of students (initial, intermediate, advance) also purpose and objective. For example: my class for beginner/initial stewardess, if the purpose of teaching materials emphasizes psychomotor or affection, it is better with audio video visual and send it via email to participants asked them to answer the question regarding content/main action as stewardess when boarding time. cheers :))

I think there are three sets of standards to help with the theory of creating an environment online. These include industry best practices such as ADDIE, Universal Design for Learning (UDL) principles, and W3C web content accessibility guidelines.

As for the content component, if you are just transitioning and doing so urgently, it may be worthwhile considering keeping pedagogical theory to a minimum, providing just enough for learners to actually create their own content through a series of guided and structured/scaffolded discovery and reflection activities. In my opinion, this generates meaningful learning.

In this challenging quarantine period, alternative assessments may be given to the students in the form of learning tasks that may be presented thru video recorded or video presentation. Also, self paced instructions may be employed since situations vary individually

The WFH program also applies to students learning from home, when the teaching and learning process must follow the current semester curriculum, it is necessary for teachers to modify an effective & efficient learning system and be on target according to learning objectives. with online or long distance learning will be very helpful via visual video role play or may combine written test to summaries one of the chapter, examples : for my class food & beverage, participant got the guidance and video role play about mixing drink and written test related the subject, also participant may have other reference regarding the subject from any source, well student will be more creative...cheer ;)

The WFH program also applies to students learning from home, when the teaching and learning process must follow the current semester curriculum, it is necessary for teachers to modify an effective & efficient learning system and be on target according to learning objectives. with online or long distance learning will be very helpful via visual video role play or may combine written test to summaries one of the chapter, examples : for my class food & beverage, participant got the guidance and video role play about mixing drink and written test related the subject, also participant may have other reference regarding the subject from any source, well student will be more creative...cheer ;)

Currently there are several online platforms for autonomous learning (@learning). From a theoretical point of view, self-directed learning requires two fundamental conditions, a tutor who designs materials that lead students to ask questions to guide their own learning, rather than to give standardized answers. The other condition is achieved through an interested and restless student, who searches for validated sources to access self-constructed answers, but based on scientific evidence.

Two theories can guide this type of learning, the already traditional constructivism that allows the student to build knowledge from their experiences and that this activity is useful to be applied in the real world (Vygotsky Piaget Lave and Wenger Bransford Hasselbring Grabinger Spiro et al.) and the emergent theory called connectivism that is based on theories of complexity, self-organization and social networks, the student transforms from consumer to producer of knowledge, considers collaborative work with other mediates the uses of technology of the information (Siemens Downes)

Saludos desde Chile con aislamiento

Connectivism

There is a old Red Skelton skit in which he plays a hick named Clem Kadiddlehopper. Another character asks him how he spells his name, and he replies, "Wrong every time!" https://www.pinterest.com/pin/174866398002005640/

In our case, given the short notice, that may be an apt description of going online in response to the Covid-19 virus.

We also need to think ahead and explain what we are doing and why, and what we are asking of them, and why, as often that direction is not exactly a coherent package.

It is tempting for administrations to act like governments, and move just a little too slowly, while not explaining the fundamental principles to students which they are trying to accomplish.

Ie. One young couple received a complaint from a friend in the Seattle area, "Because of the COVID, nobody is coming to our wedding!" This young couple said, "We have a three day break because the faculty is preparing to go online. We can come!" So they did. (Sigh!)

At my university we have taught on-line classes as an option for years. Thus when we were forced to convert to on-line, 3 out the 4 classes that I was teaching, I had already taught on-line. It was simply a matter of converting them. The last class was a lab and this presented new and different problems. I had to apply the theories of adult learning to create virtual lab exercises for my university students. It seems to be functional thus far.

School Education Gateway

With many school education systems suddenly shifting to online lessons, we share some links to help and inspire teachers.

https://www.schooleducationgateway.eu/en/pub/latest/news/key-competence-development.htm

I think that it is based on integrated education by integrating the techniques of traditional education through projects and applications carried out by students, and virtual e-learning, while following the global educational design systems.

Good Link Dr. J. Ryan Nielson, Thank You.

Following.

Thank you for reading this question. As a follow-up, can you help with an urgent research survey about teaching during COVID-19?

The link to the survey is: https://forms.gle/qX522tiJsPNbgsGF9

If you have converted any courses to distance learning because of the coronavirus pandemic, please take a few minutes to complete this survey right now. The survey is 18 questions (most are Likert scales), plus demographics.

The researchers are asking higher education faculty of all disciplines around the world to address their experiences in changing their classes from face-to-face instruction to online or other kinds of distance learning. Your responses will be anonymous.

I think that this is still an important question. We have survived our initial semester in which many of us were forced to switch to online instruction on short notice...

But many of us have been told to at least be ready, if needed, to teach online again in the fall. Because we have more time to prepare this time, it is even more important to base our instructional and technology design on theory, not simply guesses about what might work.

So Michael W. Marek , what have you learned from the initial experiement?