Many people ask how teaching is not the problem with how to teach, but will there be real interaction from students

learning strategies that are suitable for this situation are mobile ubiquitous learning (u-Learning) which is a learning strategy that integrates mobile technology that enables learning to be carried out without limits (seamless), anywhere, anytime, and in any way (according to the context of learning ) based on the characteristics, needs / desires of students. Each learning activity consists of activities before class (online), offline / onsite, and activities after class (online). The principles of mobile ubiquitous learning are: (1) mobility, (2) adaptability, (3) accessibility, (4) interactivity, (5) interoperability, (6) immediacy, (7) permanency, (8) pervasiveness, and (9) ) context awareness.

John R. Yamamoto-Wilson Interesting question - I shall attempt to answer from the perspective of a student currently in education. My university was recently closed but to be honest this is unlikely to affect my learning since all of our lectures are recorded anyway.

Schools are a different case since the teaching is (in my experience) a lot more involved. There are some studies on remote learning in the USA suggesting that grades tend to be a little lower from students who learn remotely but clearly it is hard to control variables here.

I think it probably depends on whether the parents are quarantined, the age and motivation of the child and a host of factors. I would be surprised if, overall, students learning wasn't impacted at least to some extent.

Hope this answered your question

Alexis Gkantiragas Thanks! It doesn't answer all my questions, but it certainly helps! Yes, my daughter is in Japan, taking an online degree in the US, and it seems to work pretty well. The university concerned has been doing this for several years now and mostly the teaching staff seem to know what they're doing.

By contrast, Japanese universities have taken relatively few steps in the direction of online learning, and I imagine the present situation is going to present a tough challenge. So far, it has been the spring break, and I'm interested to see how things will develop when the term starts in April.

Elementary schools, junior high schools and high schools here are mostly taking an extended break, on government advice (closure isn't mandatory, but most schools are following the policy). I don't see much evidence of learning moving online and my impression is that this is basically a bit of extra holiday time!

Of course, the fact that I don't see it doesn't mean it isn't there. There may be a lot happening that isn't coming onto my radar; that's why I'm asking!

One of the biggest strengths of this online experiment is that teaching will improve simply because we are studying it. That extra attention has powerful benefits right off the bat.

Keeping the social obligation and connected-ness seem to me to be the most difficult thing to accomplish.

> teaching will improve simply because we are studying it.

That's an interesting point of view. I'll be interested to see if it plays out that way.

This "forced" online learning has its issues! While learning still goes on, it does not take into account the learning or for that matter the teaching styles/personality that takes place in the face to face classroom. There are technological options, but they are not the same as the face to face and students with dated technology may find it difficult to keep up. An example, a student was to take a midterm online using Respondus. After several attempts to download the browser, it was discovered that her computer was "old" and not compatible. That said, if students wanted online classes they would have registered for them and not be in the brick and mortar buildings. Also, those with accessibility issues may find it more challenging as they may not be good with following "written" instructions that are found in the online learning environment! Another example...I posted on the course announcement page that we would not meet March 17 as planned. A student sent an email asking if we were meeting. He is registered with accessibility services again suggesting the challenges of being online!

The "crisis" has altered the teaching calendar and assignments. Alternatives have had to be devised to accommodate points/percents for missed assignments that would take place during the shutdowns!

These are challenging time and the need for flexibility and creativity will and are key to successfully getting through the "crisis"!

Onward!

There are few Qs in original post, so I will answer on last one: I prefer Moodle, but also will add that Google Meet or Hangouts Meet app (Android) helps a lot to teachers...

Doris Yates I take your points about equipment and accessibility. It raises the question of whether online education levels the playing field or simply substitutes one set of hurdles for another. Overall, would you see it as a leveller? It seems to me that people who would never have been able to get to a university, for whatever reason, can get online for far less money and get an education that way, but perhaps I'm idealizing it!

Anton Vrdoljak Thank you for these. I've attempted to use Google Classroom (with very little success!), but I hadn't heard of Google Meet or Hangouts Meet.

We use Zoom, framasoft and google forms (this last is use to evaluate the students online). We follow students with phone or whatsapp (for visio).

Agree with comment of Doris Yates

Its hard to say that online class will give us a good feedback from student. My experience today doing online class is not realy good. I use app VCT to had a direct interaction with my student. But I am not feel that my students had a interaction with me. Couse I just see the name (profile) student who see me on my online presentation. But I can't even how what they doing on screen. After that, I give they some test to know how they understand my presentation. And the result just kick me down..L.o.l.

Most of them not realy get my point..But as a lecture, in the country that have a suspect covid-19. I think this is the method that we can do..

In a conference call with community college trustee associations around the nation yesterday, and in my professional contact with several college presidents and trustees, and national association leaders, we discussed the effects of "turning to online"on a dime." Faculty whose courses are not typically online are in intensive training in many colleges, and many students are having to learn to adapt to online. This is not easy for many of the students who attend the over 11,00 community colleges in the country are older students unfamiliar with online learning or low-income students with issues like housing and food insecurity, lack of access to Wi-Fi and the internet and lack of laptops, computers, etc. About 25% of our two-year colleges offer residence halls, and many of these students can no longer be on campus, which causes major concerns for them and for the college when they demand refunds for cancelled classes, food plans, resident fees, etc. The biggest issues concern lack of labs, clinicals and hands-on career and technical education. Colleges are being very creative utilizing social distancing and sanitation guidelines to develop ways for small cohorts of students to use labs, etc. Higher education is collaborating as never seen before to find out about and implement best practices. The ultimate financial damage to students who cannot finalize their education with a degree or license or completed training and to colleges and staff, etc. is yet to be counted. National organizations like ACCT are work ring closely with state associations and presidents and trustees from around the country who help make the decisions to extend spring break, close colleges or keep them partially open and write the polices that will dramatically affect their communities. They are working day and night to ensure that students and staff and the community do not help spread the disease and that they can meet these missions.

This is not an easy task.

Norma Goldstein, Director of Trustee Education, ACCT

John:

I don't think online education levels the field, it provides opportunities but it comes down to the individual and their lust/thirst for gaining or obtaining the knowledge and their personal discipline.

I agree that those who want an education can gain it through an online platform. My issue with that is some of the for-profit institutions have people teaching courses that have not had training/experience in the discipline in which they are teaching. I completed a certificate from a for-profit "university" and the people who were teaching the courses had NEVER been in an adult education classroom and were clueless as to the discipline! Fortunately, I had a Ph.D. and work experience in the field and was virtually (pun intended) teaching the class!

An example, there is a young lady that I have been mentoring through her Ph.D. program from a for-profit Ph.D. "university". One of her committee members was diligent when it came to giving feedback on the various dissertation chapters, thumbs up! HOWEVER, the person did not share the chapters with the rest of the committee and the student suffered in the long run. In this particular case, the person who approved the chapters had issues when they came through their doctoral program and was passing the "pain" on to the students along with the lack of understanding as to how things with dissertations work!! The situation was reported as appropriate and nothing was done! At least with the on-ground classes, you have faces, a chain of command, and can insist on a course of action!

All: Google Meet or Hangouts Meet we can consider as same software/tool. Google meet works on our PCs and Hangouts Meet is app on our Cell phones. So, I will recommend to use just Meet for both tools :)

Next, Meet is fully integrated with G Suite, so you can join meetings directly from a Calendar event or email invite. All of the important event details are right there when you need them, whether you’re joining from a computer, phone, or conference room...

Doris Yates Discouraging if true. I've just been reading about how “education, as an institution, creates the conditions for the construction, reproduction, and legitimation of the stratification of society” (Jean-Claude Croizet al., “Education and Social Class"), and the private sector, in particular, "consolidates advantage among the social groups that are already the most well-to-do" (Espenshade and Radford, No Longer Separate, not yet Equal).

I've been tending to think of the internet as a leveller, in the sense that, for a relatively small outlay, anyone can get online and get access to quality information to at least degree level and sometimes beyond from open-access resources (Khan Academy, Open Culture, etc.). I'm only just beginning to turn my attention to the online classroom which, from what you and others are saying, is a whole other ballgame.

Norma Goldstein Thank you very much for your response. I'm certainly interested in the "online on a dime" concept, and I can see that for those who cannot afford a home computer the current situation is going to present problems.

Among other issues, for many people in many countries public libraries are the bottom line for basic free online access, but if the aim is to self-isolate going to a library to get online will be counterproductive.

It seems we are reaching the point where, to be able to function in society, one has to be able to get online. I guess smartphones cover a lot of basics (everything from educational apps to ordering food deliveries), but I wouldn't like to be a student trying to write a term paper on one!

Presumably, while some companies are going up against the wall, there will be a surge in demand for cheap computers and, with the bottom-of-the-line models retailing for a mere $15 (https://www.techradar.com/news/meet-the-cheapest-pc-in-the-world-android-goodness-for-less-than-dollar15), they should be within most people's reach.

In the Philippines, there are few courses in higher education and technical courses that use moodle, google hangout, google classroom. But should the CoVid health crisis continue, I hope not, we, in the elementary, would find it hard to cope because the digital classrooms were never used in our school. Although that may be the case, I am excited because this difficulty will alter the face of education in our public system. I am now seeing the possibility of incorporating digital education starting at the kinder level up. Hence, the move by the government to add another internet provider will be perceived helpful.

My experience doing online class is not good. I am not feel that my students had a interaction with me. Most of them not realy get my point..But as a lecture, in the IRAQ that have a covid-19. anything that enhances classroom learning in the utilization of blended, face to face, or online learning that we can do.

We need time to learn in this way because the circumstances are extraordinary and they do not last for long. There is a need to treat the situation. Distance teaching is the only way, but teachers and students feel bored of losing the usual meeting

The circumstaces are extraordinary. Students and teachers are not all ready to distance teaching. That is violent. But that change relationship to knowledge for students as teachers.

@Fawas sir.. we had a same point.. I do online class today.. and again.. that is not really good...

I think the balance shifts on the side of positive outcomes. Take a look at this article: https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning

Edgar Salgado Garcia Very helpful. Thank you!

It affect much especially in terms of time and hands-on activities in the part of the students. Online classes doesn't support all the instruction to be given by the teachers because there are varied learners. Out of these varied learners based on my experiences, most of the learners want to learn by doing with the guidance and instruction of teachers. They are not totally confident to perform alone following what is in the video or audio...they love actual simulation.

John R. Yamamoto-Wilson in light of current conditions, the pandemic seems will stay for months, this makes the learning process to adopt another aspect to maintaining teaching practices. Also, a lot of students not completing their classes, hence E-learning becomes more than essential to complete the unfinished semesters.

@Grace Veridiano

Thank you for this. It seems to me that there are two main sides to online lessons, one being videos and pre-prepared materials of that kind, the other being online discussion and conferencing, whether in written form or (coming closer to the "actual" classroom) using tools like Zoom, where students and teachers can talk in real time (with the additional advantage that such sessions can be recorded and watched again afterwards).

To what extent, I wonder, do the advantages of being able to converse online offset the disadvantage of "fixed-format" materials, such as video?

Grace:

Do you think that having students review videos, graphics, etc. online and asking related questions it will help the varied learner, especially those that learn by doing?

Doris

One of the biggest blessings of these changes is that students can exercise agency in ways they haven't before, especially considering the experiments we are trying.

If we are explicit about our experiments, what we try and why, and expect feedback, I predict that even some fundamentally terrible ideas will work well enough that our students will survive. Trusting our students, and expecting them to step up is important.

Some will choose to fail. We need to make clear that is a choice, and that they make the decision by procrastinating, and not setting regular times and schedules, as well as cues to help. And by not making ourselves responsible to our peers.

With that much emphasis on agency, we need to provide a way for them to turn over a new leave, and improve.

Ryan:

Good luck with the "turning over a new leaf"! Since the 16th of March, I can not tell you how many times I have answered the same questions. The information is there in several places and sent out in numerous forms yet they are not making the transition very well! This is the generation that grew up with the technology, yet can't seem to use it for their course work!

What I find curious is that they are doing posted assignments but have disengaged from the course discussion boards. I have indicated that participation in the discussion boards is like engaging in face-to-face class discussions. They are not getting it, regardless of the fact that I have indicated participation is part of their course grade!

Be well!

The outbreak of #COVID19 is causing disruption to education, training and mobility opportunities across the EU and beyond, but we must make sure that it does not hinder learning.

To help ensure continuity in education and training activities, we have gathered a wide range of online learning materials made available online!

➡️ https://europa.eu/!ux78pc

Electronic classes are a good way to communicate with students under these circumstances .... and it is an experience that must be developed .... because the world will likely undergo many adversities ... due to the irresponsible behavior of some people

I believe the world is uniting around the decision of distance education and even all non-educational institutions use the services of Google from good programs to transfer lectures and direct contact with students or communicate in institutional work because it is the only way to condemn life and international work.

Doris Yates , I have been using Iclicker to take attendance in two of my Zoom courses. Participation in those courses is comparable to before our shift online. Attendance has dropped in my other course as much as 15%.

I use it in the following way to encourage discussion, and I like it.

I post a question, preferably a provocative one, a difficult one, or one in which they may have something to offer. After polling their initial responses, I break them out into groups to discuss their answers. Were the classes smaller, or the content not so tightly paced, I would expect each group to report the results of their discussion.

We are using the system where the polls are done on their phones or other devices, so that they see the questions there, and can answer from where they are. The university here got a site license so that every student has access.

Doris Yates I have retired from teaching now, but I found pretty much the same thing as you; asking students to contribute to discussion boards in their own time simply didn't work. Most students just didn't do it.

However, when the students were in the CALL room and I specifically set aside time for them to read each other's posts and comment on them it was a different story. More or less every student contributed something, and some interesting threads developed.

I think the solution in the present situation is to do something along the lines that

J. Ryan Nielson suggests, and get the students' spoken and written input in "real" time.

Anton Vrdoljak Very helpful. Thank you!

Doris Yates , and John R. Yamamoto-Wilson , There is something about "live," warts and all which connects us better. Maybe warts and all is the key.

It has tremendously affected collaborative research. As a PhD candidate, I can no longer have the usual face to face research meeting and discussion. Sometimes we will have to sit and brainstorm, make calculation, sketches, etc. all these are now moved online, which is somehow challenging for some activities we would have easily been done physically

Adasa Nkrumah, this must be a very difficult time for you. I hope you will be able to continue your work in these trying circumstances.

I think this epidemic has made everyone think different ways, depending on the skills and capabilities the teacher possesses

I agree with Dr. Doris

This pandemic has made all countries of the world to embrace the online classes as the best alternative, but the countries that have adopted this system long ago before now find it easier to adapt, while countries that this situation forced them to the approaches doesn't find it funny, and there online classes is not going as it should be, in terms of teaching and learning because no proper means of deployment.

Actually, some students are disadvantaged as a result of lack of requisite facilities, as well as finance to meet up to the test. There would, surely, be an imbalance in the learning process. Moreover, most teachers are not economically empowered enough to handle the technicalities of the trend. The authorities are simply good in dishing out orders, but are very poor in providing the enabling environment to carry out the orders. These would be the major setbacks to the process!

J. Ryan Nielson, hi! You talk about breaking the students into groups, and I'd be interested to know details of that. I'm very new to Zoom and I can't quite see how you would do that...

Agree with the comments of Prof Adasa Nkrumah

Najeem:

I don't know that I would say that online has been embraced as the best alternative. Although I have been teaching online for more than 10 years I find it interesting that students use social media etc. in their daily lives, but for some reason are not able to transfer that knowledge and those interactions to the online learning environment.

When I started teaching online, I worked with an IT person who said I was at an advantage because I had taught the course before face-to-face and knew what I wanted to cover and how. For me, the transition was easier, although at the time it was forced on me! I adapted and even completed a graduate certificate online!

As far as deployment during these challenging times, the campus has offered a variety of virtual workshops to help with the online transition.

John:

I am not a fan of Zoom. I have been in zoom meetings where the transmission was not good and it has limitations as you may need to be in place at a certain time. I don't have a Jane Jetson face to put on to do a zoom session! :)

As far as groups, they are easy to do although I have not done them with zoom! Depending on the learning management system (LMS) you are using there is a way to set up groups, determine the numbers per group and give them an assignment/prompt using the group's discussion board and when the informaton will open and close. For example, if you use Blackboard as the LMS you can set up groups, give them a prompt via the group discussion board and have them share in the prep of the final assignments and post it in the file exchange or on the discussion board under a specific heading. I like using the group discussion board and the file exchange because I can monitor the prep discussion and if they go off a bit I can reel them back in, the same with the file exchange!

However, there are issues because in this world if instant gratification the students prefer group chats and Google docs to do the work. I have discouraged this because oftentimes the students do not follow the criteria for the assignment which creates a bit of disappointment when it comes to their final group grade. Mind you, they are advised not to use the Google docs or group chats/text they will defy the recommendations and use them anyway and then want to "whine" about non- participating members or poor performance. By insisting on the group discussion boards I can see when the work started, who has or has not participated and when. I can provide feedback and they can move on more productively. Using other methods does not allow the intervention and has its limitations! The file exchange also allows me to provide feedback if the criteria are not being met or if they are going too far afield! as an aside, I give the students the options of not accepting late work from non-participating/responsive members and it has been used and reduces group stress!

After the assignment has been completed and posted on the LMS the class provides "peer feedback". This can help when grading the work because I find the students are more strict when it comes to enforcing the assignment criteria and offer constructive feedback!

Hope this helps!

Be well!

Doris Yates

Adasa:

The challenge of moving things online line is using your creativity to achieve the same outcomes!

Good Luck!

Doris Yates

Doris Yates

> Hope this helps!

It certainly does. Thank you so much!

John R. Yamamoto-Wilson There is a button like a four-square, called Breakout Rooms. If you click that, it allows you to choose how many rooms (showing approximate numbers of student in each before you commit), and it allows you to set the participants in each room, or you may let it assign them automatically.

Students then are invited to join the groups. They can join the main meeting when they are done, wish to catch your attention, . . . , and then go back if they wish. When you call them back it gives them a minute or so to return before closing the groups. You must be able to set that in some advanced setting - maybe your profile.

Students who come late end up at the top of the list. On the right of their names you can click and assign them to a breakout group. It will keep the groups for each meeting. I have snipped an image of those assignments in one class, when they almost finished the problems they were going to present to the class, but class ended first. Then I put them back in the same groups to finish.

Doris Yates There are some things which may never be done well online. Don't stop trying, of course, but consider finding what online does well, and leveraging that. We may occasionally find something of greater value.

Thanks, J. Ryan Nielson! Yes, I think I've got it. That's great! I'm working with a small panel of people, meeting on Zoom and discussing online courses, LMSs, etc., with a view to making a series of short videos to help teachers transition in these challenging times. We're all experienced teachers with an interest in online learning, but there are gaps in our knowledge, and your input, along with that of others here (especially Doris Yates), will help us enormously. Thanks again!

This case (Corona Virus Pandemic) ... We learned that science is a small village .... through the use of the Internet and scientific programs ... in addition to using time to communicate with students ... to maintain the educational process ... and also allow Professors have the opportunity to develop their abilities to use modern technology to communicate information in a good way for students.

John R. Yamamoto-Wilson You are welcome. I think that there is real value to gathering synchronously. The social responsibility we have with our "neighbor" is a powerful incentive to keep attention. This is why I use Iclickers for our meetings.

As a physicist, I teach Light, Sound, & Perception, so I have a neuroscientist and psychologist on our team. Both the neuroscientist and psychologist tell me that our attention is an extremely costly.

Good clicker questions followed up by justifying it to their neighbors, and equivalent "Describe" "explain" . . . sorts of questions can leverage the social responsibility to help students focus their attention.

You know that one of the most challenging things for students is misconceptions. Again, my L&S course peers tell me that we may be mechanically unable to hear or see something we don't expect. And we expect our ideas to be confirmed. See a stage pickpocket explain getting distracted. https://www.youtube.com/watch?v=GZGY0wPAnus

Our institution has no plan in place for any such contingency as Covid-19. I do know of hurricane warning procedures, but nothing like this has ever taken place. The information sent to faculty and staff changed every couple of days after the initial announcement. Now we are teaching remotely until Easter. There is a draft document that is being circulated amongst deans and chairs that should be adopted next week, if everything goes according to plan. However, for Music and Fine Arts, I am expected to offer how the practical aspects of music teacching are to be adopted, quite a daunting task!

I Will Survive, Coronavirus version for teachers going online:

https://www.youtube.com/watch?v=CCe5PaeAeew

https://www.youtube.com/watch?v=06QYdaVBnlM You may appreciate this link!

Diane:

Good luck with the "new normal". Since you are in the fine arts you will have to use your creativity and imagination to get you and the students through!

I understand about the swirl of information, we were getting updates several times a day until it was decided that we would be closed for the rest of the term! Frustration!

Doris

I am frustrated with myself in this.  Frustrated for fear of taking council of my fears, I have not acted and prepared as I should have, starting with the first accounts of the virus in Italy.  We cannot get ahead of the the university leadership, but it is also "not meet that we should be commanded in all things."  I think it is an act of faith for us to plan for all the contingencies we can.  We can meaningfully contribute to the discussion by identifying possible consequences they have not anticipated. We may have the luxury then of finding that the leadership simply indicate which of the multiple choice answers we follow.  They may not, but I think that the efforts will still not have been wasted. I am posing the following to my department chairman:

Where do you think the school will have to go if we  have to be holed up for 12 to 16 months? Can we contribute to the discussion and offer ideas?  What experts do we have on campus who can give help us set appropriate expectations?  To suggest for us the starting places? I feel like the time is ripe for such discussions, because we have time.  We are nearly as early in this news of a longer horizon as we reasonably could be.   We ought to begin anticipating contingencies even before we have any license to act.  We can handle discussions with tentative outcomes. I don't know how often we ought to meet in a department Zoom.  For fellowship, I don't think I would mind weekly. Let me outline the few random questions that I can think of.

In fact, it had a negative impact on the educational process in some countries because of the low possibilities available for scientific communication between the student and his teacher

Zoom class is the most important tool. Online classes in KIIT university is going well. Attendances are almost 90% as the students staying at home with parents cannot escape the classes. Only drawback is practical works,bedside teaching for MBBS students in not possible.

For all of you that have followed this online conversion conversation, I hope in the process you are exercising self-care! We are on spring break this week and a much-needed mental health break.

As I have mentioned in previous posts there seems to be a lack of ability of the students to transfer their knowledge of technology to the online world. There appears to be a disconnect between their ability to manipulate their technology usage to the online learning environment. The questions that have been received are enough to turn your hair gray overnight! The comprehension, ability to understand and follow directions, and reasoning seem to be TOTALLY LOST! Not sure whether the instant gratification they have become accustomed to because of the technology usage has caused their critical thinking to become null and void or if there are unknown literacy issues between the online and on-ground learning!

Wishing you all success as we adjust to the "new normal"!

Regardless of your experience with this "new normal" and the online conversion, remember to take care of YOU! As we continue along this journey, the link you may find useful as an approach to taking care of you during this process!

All the best and good luck with this "new world"!

Be well and safe!

https://www.youtube.com/watch?v=_LCRUiC9lU0

I'd like to thank everyone who has responded to this thread. Partly as a result of your replies I have been able, with the help of a supporting panel, to make a video on the subject. It's the first of a series. I hope you will find this video - and the ones that follow - helpful in these difficult times!

Coronavirus and the classroom: Teaching in the time of COVID-19:

https://youtu.be/2TR3Z3oLsNY

Hi! The communication pattern has been changed between the instructors and the students. sometimes the sessions are turning towards more flexible in terms of contact timing. Zoom, Google class are some of the effective ways to conduct classes online. Thanks

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 studying at the time will be through the internet, but it will not be better than it was before, because it lacks the practical part.

Ahmed:

Depending on the subject matter, the practical application can be exercised via the discussion boards and weekly units. I post questions on the discussion board related to the course content and readings, also there are questions, videos, quotes, graphics, etc. germane to the topic with the weekly units. Therefore, there is a practical application and a bit of critical thinking via student responses on the discussion board!

The current situation all around the world will lead to a new era.@mustaf Musa

In my school, I see more teachers learning to use technology that in my opinion, they should have been using previously (simple things like learning how to collaborate using Google Docs, and such), which is a positive. I hope that teachers will implement more technology into their classrooms once the pandemic eases up and schools reopen. As for student impact, I only see it being a negative. My students and I use technology all the time in class and so they are well versed in using it to complete and submit work online. However, video conferencing and teaching does not replace face to face contact with students. We are missing the true collaborative nature of classes, as well as the ability for me to properly work alongside students to nurture their learning. We will survive this era of teaching, my students will grow in skills and learn their curriculum, but not as richly or as well as if I were there with them in a classroom, even with the assistive technology available to us in our homes. (This also assumes that all students have equitable access to technology - mine do not).

Does anyone have some experience with LockDown Browser - a custom browser that locks down the testing environment within a learning management system.

It is very interesting research conserning the role of the distance learning in wide quarantine situation!

Anton:

What is your concern/question with Respondus Lockdown browser?

Doris

To Doris Yates : If you can share any experience regarding that browser I will be grateful. It seems nice 'tool' for any computer classroom. In short: how much is effective this browser with locks down the testing environment within a learning management system?

on line class for the second month.

Anton:

There are options with the lockdown browser. One is to have students use the computer camera which monitors their behavior while online taking exams. The camera will show if there is more than one person in a frame, if the student leaves the computer, and can also determine if there are materials that are not allowed while taking the exam, they can display an environmental check! The good thing is that they have to have all the windows on their computers closed before launching the browser and beginning the exam.

I just use the lockdown part (option two) where they have to have all the windows on their computers closed. Due to privacy issues, etc. I do not require the camera. Also, Respondus lockdown browser does not work on all computers, tablets, Chromebooks etc. they have to be on an actual computer! You can also require a password.

I've used it for a couple of years and it seems to discourage the options to be dishonest. It does not interfere with the the LMS you are using as it is a separate browser!

Respondus Lockdown Browser does webinars on the system which you may find helpful!

Hoe this helps!

Anton:

Coincidently I just received an email regarding a Respondus training!

[email protected] You may want to reach out!

To Doris Yates : Thanx a lot for all information. It is very useful for me, but also for many others here. I will share this with my colleagues...

No worries! WE ARE ALL IN THIS TOGETHER! Anything I can do to offer assistance I will!

Be safe and well!

The #ErasmusOrchestra in a new "remote" interpretation of Mascagni's "Cavalleria Rusticana":

https://www.facebook.com/watch/?v=261919668534556

First of all, choosed e-learning tool should be freandly for learner.

Secondly, the tools should be as simple as possible for the instructor.

Just like stuff multiplies in my closet whenever I turn off the light, Technology likes to fail when I have an audience.

Make sure you have a backup. Only introduce complexity slowly, and with a back up.

I wonder if someone may like to share the experience or a possible model for conducting Lab work in online mode of teaching.

Muhammad Farooqui What outcomes are you looking for from labs? Carefully examining this question may be profoundly revealing and liberating: Understanding the limitations and uncertainties of measurements? Experimental design? Making mathematical predictions of a model and testing them? Pick the ones which matter to you, and you may find the inspiration you need.

I was used to just doing - you know - a lab. - Whatever that means. It is not hard to top that tradition.

I am not teaching a lab this term, but I am going to try Zoom for for doing thought experiments (a guided a Socratic Inquiry curriculum called Tutorials in Introductory Physics.)

These are thought experiments which really change my student's thinking.

I worry I that online we may miss the interaction, creativity, fellowship and synergy of small groups.

The impact of the development of the SARS-CoV-2 Coronavirus pandemic causing Covid-19 disease on educational processes in schools and colleges is very large. Due to the development of the SARS-CoV-2 Coronavirus pandemic, specific procedures, techniques, recommendations and guidelines for specific safety principles are being constantly and constantly improved in many countries to limit the development of a pandemic. For example, a legal recommendation or order to remain in home quarantine. Stationary didactic classes in schools and colleges have now (March-April 2020) 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. 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, must be carried out only or mainly at home depending on the level of recommended or legally required level of restrictions, safety rules etc. regarding home quarantine. It is therefore very important to stay in the quarantine of our home and to carry out our entire activities at home, if possible, because thanks to this we significantly contribute to limiting the development of the epidemic. On the other hand, currently (April 2020) teachers are looking for answers to the following research questions: Is currently one of the key problems in the development of education is to suspend stationary didactic classes in schools and colleges and replace these classes with e-learning? Are the didactic processes implemented to a limited or full extent in connection with the development of the SARS-CoV-2 coronavirus pandemic causing Covid-19 disease? How long can such a situation digest that all education is implemented remotely through various new internet media? How will the current state of the SARS-CoV-2 Coronavirus pandemic affect learning outcomes? There are many questions that will be answered in the future. while currently the priority is to limit the scale of development of the SARS-CoV-2 Coronavirus pandemic, and therefore a significant part of the didactic process is implemented in the form of e-learning.

Greetings.

Dariusz Prokopowicz

This pandemic situation is affecting teaching seriously especially in developing and underdeveloped countries that are not prepared or that just switched to online learning, the students have little knowledge about the new learning process and for that reason learning did not go smoothly as expected.

Though one major advantage of the situation is that all countries of the world now buckle up to provide alternative means in all situations.

As some of you know, I am making a series of videos on the effect the pandemic is having on teaching. The third in the series came out the other day, and I would like to thank all those who have responded to this thread, as you have given me many pointers and guidelines which helped in its production.

Here is the link:

https://www.youtube.com/watch?v=ESpMz_Z5KRs

Any comments or further thoughts would be most welcome.

Thanks again.

Even our Medical University given instructions to all the affiliated colleges to conduct online courses and assignments to students .

we should do our level best !!

Najeem Olawale Adelakun Let me suggest two possibilities to consider: Iclicker/ConcepTests, and PERUSALL.

You may overestimate the preparation of those of us in "developed" countries. Much of the online instruction was adopted because it was cheap to deliver, not because it was particularly effective. True, some have taken up the gauntlet and worked to make it better.

However, in my discipline, rather few of the big innovations have translated well to online. Ie. the various guided Socratic physics activities require a lot of instructor intervention, which slows to about half the speed online, and becomes too time consuming.

Some, have transferred better. I am thinking of Erik Mazur's ConcepTest sort of clicker questions,, and his social annotation method of delivering the reading, called PERUSALL.

If you are teaching synchronously with something like Zoom, The ConcepTests can be delivered by IClicker remotely. Making sure the small group breakout discussion occurs before the second polling is something I don't feel that I have conquered yet. (My university bought a site license so that all students get it for free.)

PERUSALL can be a powerful way to get students actually reading a good text. It requires that you consistently respond to students for each reading, so that they see you take it seriously. For a text you write, it is free. Their business model is to become the bookstore and sell you most commercial texts.

Thank you so much J. Ryan Nielson for the wonderful suggestion

You are most welcome.

Well done John R. Yamamoto-Wilson and thanx a lot for your initiative...

Anton Vrdoljak You are most welcome!

It effects so badly those area which​ has no internet facility for teachers and students. In our area students are not able to have​ access for lecturers materials due to no internet facility.

Rahmatullah Hashimi:

There have been some discussions around having students repeat this year due to the online transition and/or the issue of lack of technological resources. What are your thoughts in light of the lack of technology?

After the pandemic online learning should grow in importance. Also if the vaccination is in effect, people may seek to retain a social gap or prefer a particular method of learning to continue schooling. Online learning would ideally match this criterion. We all realize that online learning has no comparable effect to in-person instruction, but it is very important to look for an alternative considering the circumstance in which we live.

we are Iraq. some time the electricity is cut ...and the student do not have internet to open the site....or a few students have no money ....to buy a good computer.

one more think ....the long time looking at computer will make a weak vision

Chandramouli:

The gaps in internet accessibility are not only a concern in your country but all over the world, especially with libraries and other local resources being closed. Physical distancing may become part of the "new normal", however, the online learning environment regardless of the current emergency may not be part of the "new normal"!

As I have read the responses of my students via the class discussion boards many do not like the online environment and the professors that have used zoom have created undue stress on the students because of the poor quality of the shared experience. Also, the students are complaining about the lack of organization of their professors regarding the constant changes in due dates and assignments.

As an aside, the students are also complaining about the number of emails they receive during the day from the university some of which are germane and others are trash! This has added to the stress levels of the students, as a result, I suspect we may see an increase in mental health concerns among our students once we get to the "new normal"! As a faculty member, I get several university emails per day and it increases my stress level because many are not relevant to me as they are more student-focused i.e. campus events!

Due to the techno-stress overload, many students are tuning out of technology or are not checking their email for "fear" of the email overload especially when the emails are not course-related!

Stay well and safe and remember self-care is important during these unprecedented times!

Doris Yates I do agree with the mental stress students have to undergo. Pandemic COVID-19 has caused colleges and universities to shut down and return students home. This reality forced the students and teachers to take a crash course for online learning strategies and technologies. This massive online schooling experiment would drive improvements and hopefully companies work on the elements of user experience so that stress levels can be reduced.