As a lecturer and supervisor, I have felt first hand the strain that COVID-19 has put on the teaching and learning process. While universities are doing what they can to mitigate this, I'm interested to hear from other educators what tools, tactics (successful and otherwise) they are using to navigate this new way of working and living.
Dear Dr. Adebayo!
You raised a critical issue. May I argue that I consider one must be alert all the time since the pandemic is spreading now dynamically in many continents around the world and mutations in the structure of this virus might cause further problems:
1) Editorial (2020). "Online learning cannot just be for those who can afford its technology - The dramatic shift to online learning as a result of the COVID-19 pandemic risks widening educational inequalities" Nature 585, 482 (2020) September 23, 2020, Open Access © 2020 Springer Nature Limited Available at:
https://www.nature.com/articles/d41586-020-02709-3
2) A case-study: Samreen Mahmood (2020). "Instructional Strategies for Online Teaching in COVID‐19 Pandemic" Human Behavior and Emerging Technologies 3 September 2020, Open Access © 2020 Wiley Periodicals LLC Available at:
Article Instructional Strategies for Online Teaching in COVID‐19 Pandemic
3) A cumulative case - study: Coursera (2020). "Learn How Universities Can Adapt During COVID-19" Free report to download © 2020 Coursera Inc. Available at:https://www.coursera.org/campus/how-can-universities-adapt?utm_campaign=campus&utm_content=how-adapt-covid-19-the-digital-hub&utm_medium=digital-hub&utm_source=the &
https://www.timeshighereducation.com/hub/coursera/p/taking-student-learning-online-response-covid-19
4) Dr. Lokanath Mishra et al. (2020). " Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic" International Journal of Educational Research Open Available online 10 September 2020, In Press, Journal Pre-proof, Open Access © 2020 The Author(s). Published by Elsevier Ltd. Available at:
https://www.sciencedirect.com/science/article/pii/S2666374020300121
5) An ongoing research initiative from Finland: the CEPHEI (Industrial E-learning) - project:
a) https://www.cephei.eu/en/online-courses/
b) https://www.cephei.eu/en/Partners/university-partners/
c) https://www.cephei.eu/en/about-us/Contact/
In my experience the BrightTALK-platform is very useful as it offers many free of charge webinars, it is free of charge to register to this online portal and there are many networking opportunities in there:
a) https://www.brighttalk.com/join/
b)https://www.brighttalk.com/research-development/
c) A case-study: Dr. Chris Cogswell (2020). "Incorporating Knovel into the Digital Learning Environment" - a recorded webinar available on demand, by Elsevier Engineering Solutions, August 6, 2020, Further details can be accessed here:
https://www.brighttalk.com/webcast/13337/430122?utm_source=brighttalk-portal&utm_medium=web&utm_content=online%20teaching%20&utm_campaign=webcasts-search-results-feed
Yours sincerely, Bulcsu Szekely
Well, I had to learn to manage some online applications and learn to manage some platforms that have allowed me to interact with my students. Through these platforms, I have been able to facilitate the learning of my students through different learning activities and different forms of evaluation.
Hello Pauline - Many takeaways but they include:
- Building in more opportunities for synchronous webinar support (scheduled at different times to suit the needs of part-time students combining study and work and possibly also combining this with a disrupted family life).
- Extra-clear scaffolding and explanation of assessment task requirements
- Clear explanation of the aims and purposes of interactive and collaborative activities in virtual tutorials
- Consistency with wider institutional messaging around teaching, learning and assessment expectations
- Extra-sympathetic and empathetic consideration given to requests to extend assessment submission deadlines
- Even more commitment to providing encouraging feedback and suggestions for improvement when marking work.
What about others?
Peter
Pauline Adebayo
There have few points that can be use as a key learning teaching during the Covid-19 pandemic.
Communicate Frequently - Instructors should communicate frequently with each student in an online environment. Choose Words Carefully- Online communications should be clear and unambiguous. Give Students Structure-Designing plans for students who need extra help. Be Quick to Offer Support- If students are struggling, teachers should reach out to the student directly within private student-teacher communications. Be Flexible- Teachers must be flexible whether they’re teaching online or in a traditional classroom.
Thanks.
Pauline Adebayo
Dear Researcher,
Hello.
Thank you for the wonderful question.
In the initial phase of teaching during the COVID-19 era, I found that students were nervous about the changes in the education delivery system. They were a little apprehensive. They were more worried about the future than the present because they though that the present was under their control. I learnt that for imparting education, as teachers and guides, we needed to supply the students with plenty of courage and vision of a beautiful future. Some how they were unable to see the future.
At this time, we can best support our students with courage and loads of secondary data. Primary data is now as precious as gold. We can teach them to develop methodologies and protocols. We can teach them to be a little patient. Just yesterday, I was telling one of my students that the great thing about him is that he has overcome 100% of the difficulties in his life and if the trend is to be believed he will continue to do the same in future .
Thank you.
Best regards,
Anamitra.
Hi Pauline,
1. Reassure and give them confidence that they can learn.
2. Provide them with course structure, assessment and expectations well in advance.
3. Give them constructive feedback.
4. As much as possible, align assessments to real-life situations.
5. Try to add more formative assessments.
6. Get their feedback so as to improve from our side.
I try to ensure the above to the best of my capacity.
First of all, I maintain eye contact as much as possible by different means and always offer asynchronous tasks. Second, make students feel like "I'm always here."
I believe the best support we can give our students is to develop engaging strategies for students to create various forms and incentives in the evaluation of content and to actively interact with them in feedback
As I observed, students feel unmotivated and unwilling to the online lessons. In my opinion, the reality of this situation should be emphasized. There is an extraordinary situation that we face in this pandemic period. However, life still goes on, and somehow we need to learn how to keep up with this COVID-19 era. Therefore, technological tools became essential. We can get in touch with our students online, provide the necessary feedback, and during the teaching hours, we can use some interactive websites so they can engage in the lesson. Using technology effectively may help them to get used to the new world order and new learning environment.
In the Philippine setting, we encourage our students to answer a printed modules for their own security and safety. The students' location were clustered during the distribution and retrieval of modules (school, church, barangay gym) with the parents' cooperation and follow the health protocols (i.e. wearing of face shield, face mask, quarantine pass, hand sanitizer.
In the initial phase, MS team, Google meet and Zoom meet app were used to teach the students. These are only meant for stop gap arrangement purposes. None of these methods are so fruitful as expected earlier.
You might like to look at the Learning from Lockdown website?
https://bigeducation.org/lfl-content/this-crisis-shows-creativity-and-critical-thinking-is-more-vital-that-ever-before/
Dear Pauline Adebayo , important discussion to exchange experiences considering the different contexts that we are all in. But the situation affects us to a greater or lesser extent. Considering the situation in Brazil of more than 140 thousand deaths, unfortunately not that we could soon think of face-to-face teaching situations, we must still continue remotely. I agree with the contributions that colleagues shared Bill Lucas , Syerina Syahrin , Lokesh Prasad Dash , Reynaldo Moral , Simge Gökberk , Jose Fotia , Wilmer Lopez , Hermann Gruenwald , Babu Noushad , Anamitra Roy , Farzana Afrin Shikha and Peter Brett . And in the context of inequality, it has been necessary to further diversify access to the contents of the classes, using different resources and tools as a support, but above all improving communication with students. Expanding the opportunities for active listening to what they think so we can adapt to enhance their educational experience. Putting ourselves in the other's shoes has helped a lot to develop empathy in an attempt to leave no one behind.
As for the learning, we include training for example of the Zoom application and a google classroom course. Something that I found novel, is to manage a group of students online, since through the scheduling of the class meeting, one controls certain aspects of student discipline. As for support, I have used the recorded class first so that students can review the class as many times as they want, and the use of Whatsapp to assign homework.
Dear Dr. Adebayo!
You raised a critical issue. May I argue that I consider one must be alert all the time since the pandemic is spreading now dynamically in many continents around the world and mutations in the structure of this virus might cause further problems:
1) Editorial (2020). "Online learning cannot just be for those who can afford its technology - The dramatic shift to online learning as a result of the COVID-19 pandemic risks widening educational inequalities" Nature 585, 482 (2020) September 23, 2020, Open Access © 2020 Springer Nature Limited Available at:
https://www.nature.com/articles/d41586-020-02709-3
2) A case-study: Samreen Mahmood (2020). "Instructional Strategies for Online Teaching in COVID‐19 Pandemic" Human Behavior and Emerging Technologies 3 September 2020, Open Access © 2020 Wiley Periodicals LLC Available at:
Article Instructional Strategies for Online Teaching in COVID‐19 Pandemic
3) A cumulative case - study: Coursera (2020). "Learn How Universities Can Adapt During COVID-19" Free report to download © 2020 Coursera Inc. Available at:https://www.coursera.org/campus/how-can-universities-adapt?utm_campaign=campus&utm_content=how-adapt-covid-19-the-digital-hub&utm_medium=digital-hub&utm_source=the &
https://www.timeshighereducation.com/hub/coursera/p/taking-student-learning-online-response-covid-19
4) Dr. Lokanath Mishra et al. (2020). " Online Teaching-Learning in Higher Education during Lockdown Period of COVID-19 Pandemic" International Journal of Educational Research Open Available online 10 September 2020, In Press, Journal Pre-proof, Open Access © 2020 The Author(s). Published by Elsevier Ltd. Available at:
https://www.sciencedirect.com/science/article/pii/S2666374020300121
5) An ongoing research initiative from Finland: the CEPHEI (Industrial E-learning) - project:
a) https://www.cephei.eu/en/online-courses/
b) https://www.cephei.eu/en/Partners/university-partners/
c) https://www.cephei.eu/en/about-us/Contact/
In my experience the BrightTALK-platform is very useful as it offers many free of charge webinars, it is free of charge to register to this online portal and there are many networking opportunities in there:
a) https://www.brighttalk.com/join/
b)https://www.brighttalk.com/research-development/
c) A case-study: Dr. Chris Cogswell (2020). "Incorporating Knovel into the Digital Learning Environment" - a recorded webinar available on demand, by Elsevier Engineering Solutions, August 6, 2020, Further details can be accessed here:
https://www.brighttalk.com/webcast/13337/430122?utm_source=brighttalk-portal&utm_medium=web&utm_content=online%20teaching%20&utm_campaign=webcasts-search-results-feed
Yours sincerely, Bulcsu Szekely
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