I would like to know: What is your opinion as a teacher about e-learning lessons during the pandemic?
Do you work more than in face to face lessons?
How do you evaluate students engagement in this form of activity?
What kind of problems do you meet during the e-learning lessons?
Do you think that e-learning its our future?
I invite you to the discussion.
I'm open for cooperation within this area.
Thank you.
Joanna
CZESTOCHOWA UNIVERSITY OF TECHNOLOGY, POLAND
E-learning during the pandemic is suitable for young people for theoretical subjects, as for children, especially kindergarten children, it is not suitable for them because they need to establish and see the teacher in front of him in order to draw science from it in a correct scientific way
Unfortunately, its effect is very low compared to classical education. teachers and academics are also very uncomfortable with distance education. Therefore, it was understood that distance education could never replace classical education.
E-learning during the pandemic is suitable for young people for theoretical subjects, as for children, especially kindergarten children, it is not suitable for them because they need to establish and see the teacher in front of him in order to draw science from it in a correct scientific way
One challenge is students not being present on the e-learning platform for the entire session, so they are not participating as in a F2F class. I used an online quiz and corrected it as a review of the previous material before moving on to the new material. The latter allows you to close any gaps in learning due to missed sessions or non-participation. Here's and example of how this approach works in a F2F class:
https://youtu.be/zWCoOyuFS5I
Best,
Debra
I teach medical students and post graduate residents and I feel that for case based discussions it can be satisfying but for concept building it is frustrating at times. Student engagement and interaction becomes more demanding especially with large class size.
Dear Dr. Rosak-Szyrocka!
You spotted a crucial point. Teaching must become more efficient and offer better experience for students compared to the pre-COVID-19 times:
1) Puljak, L., Čivljak, M., Haramina, A. et al. Attitudes and concerns of undergraduate university health sciences students in Croatia regarding complete switch to e-learning during COVID-19 pandemic: a survey. BMC Med Educ 20, 416 (2020). https://doi.org/10.1186/s12909-020-02343-7 Open Access:
Article Attitudes and concerns of undergraduate university health sc...
2) Tabor, J.W. Chaos: exploring an engaging online model for rapid application during the pandemic. Education Tech Research Dev (2020). https://doi.org/10.1007/s11423-020-09878-y Open Access:
Article Chaos: exploring an engaging online model for rapid applicat...
3) Kristie Kaczmarek et al. (2020). Distance learning in the COVID‐19 era: Comparison of student and faculty perceptions, Journal of Dental Education, 18 October 2020, Open Access:
Article Distance learning in the COVID‐19 era: Comparison of student...
4) Ahmed Elzainy MD et al. (2020). Experience of e-learning and online assessment during the COVID-19 pandemic at the College of Medicine, Qassim University, Journal of Taibah University Medical Sciences, Volume 15, Issue 6, December 2020, Pages 456-462 Open Access:
Article Experience of e-learning and online assessment during the CO...
May I argue the topic you raised is a case - context (field of science) and country- dependent problem. My view does not necessarily reflect the experience of LUT University even within the field of industrial engineering and management. Yours sincerely, Bulcsu Szekely
I am loving this historical opportunity to engage and empower young students in ways they like and with the amazing skills they have using media. I am loving that this time has made me "unlearn" terrible habits I have as a teacher, never to take anything for granted, and be insatiably innovative. It makes me feel young and connected at 57!! Forgot to add a link to a suite of micro-learnings we prepare for quick on-the-go help for teachers, TAs and students https://bit.ly/34fH9cM
I think it was and is a success. More institutions have adopted it and it has made learning more accessible to people across the globe.
E-learning can be an excellent substitute for traditional, stationary education in schools and universities. However, when the SARS-CoV-2 (Covid-19) coronavirus pandemic expires, teaching should revert to traditional, stationary or hybrid form consisting in combining various forms of education, including traditional, stationary education conducted in school buildings and universities, in companies where students and students undergo internships, in public and other institutions as part of special practical lessons and also as part of remote classes conducted online via the Internet, i.e. as part of e-learning with the use of online videoconferencing applications.
Best regards, Have a nice day, Stay healthy!
Dariusz Prokopowicz
E-learning lessons are effective if and only if the student is interested in learning and showing knowledge, either to achieve good results in the evaluation of their learning or under pressure of competition. This teaching method requires more work from the teacher than in face-to-face classes, since it personalizes the students' attention and must use a psycho-pedagogical language that stimulates learning.
E-learning is a new type of learning patterns imposed by scientific and technological changes, especially the Corona pandemic
It is based on the use of blended learning based on teaching students 80% online and 20% in the classroom
For the same study material of educational goals and content, but through e-learning, the enrichment of the material is either individually or collectively, and this depends on the technology available in the used platform, is it paid for, or is it free, such as the Google Classroom platform.
Student participation depends on teacher activity
One of the problems that I face with students is not being persistent in entering the platform
E-learning cannot represent the future of students due to the lack of a global paid platform with high potential in the student evaluation process and in the application process in virtual laboratories
The Google Classroom platform does not provide this capability for countries that cannot purchase the high-tech platform.
I do not agree with you dear colleague, it is not new and much less imposed by the pandemic situation and it is very true that technology has facilitated it, but still, it requires and demands from the teacher a greater preparation to achieve the learning objectives, even using tools of emotional intelligence and even neurodidactics, but still, the result depends on the interest of students to learn and move forward independently.
Teaching music at university has been very much more time consuming than before Covid. I have spend much time reflecting on exactly WHAT it is that we want students to learn, so in that sense it has been a good thing - (although I am still grappling with the concept of university chorale via e-learning!)
I believe that the experience of trying to engage students during real-time remote lessons has made teachers think more about HOW and WHEN they engage students with the subject material. I have found that the challenges of reliable connectivity for students and instructor have resulted in less content during class sessions. However, it may be that the more engaging or interactive sessions encourage students to take control of their learning and to do more outside of class sessions.
My evaluation methods are similar to face to face sessions: talk to your neighbour = breakout groups, self-quiz or spot quizzes = kahoot/ quizlet etc, group work presentations. Written examinations perhaps need to be tightly timed and/or pull on higher level thinking skills in order to avoid any possibility of cheating in the online environment.
I think blended learning is important & convenient in all situations during or after Covid 19 pandemic
The outbreak of COVID-19 has affected every sector particularly educational sector. However, at Ignatius Ajuru University of Education, Port Harcourt, e-learning method was in place where the lecturers had to leverage online platforms. Regrettably, the state of the art ICT infrastructure was not fully in place to fully exploit this opportunity. Notwithstanding, Zoom and social media tools especially WhatsApp was leveraged due to its reduced cost and commonness among students. Physical class was out of the way during the lockdown. But currently, blended learning and flipped learning methods are used.
Evaluating students is usually by online presentation, assignments and participation in online classes.
The major challenges faced include students participation due to data subscription and poor internet connection especially those in remote areas and inadequate skills from the part of students.
E-learning is becoming the future of learning in the contemporary society. However, the combination of both e-learning and traditional learning which is blended learning is what is gradually being realised and is gaining recognition especially as forced by the outbreak of COVID-19. It is hoped to still be invoke at post COVIiD-19.
Please read: work from home directive and adoption of e-learning in the wake of COVID-19
https://www.researchgate.net/publication/348560193_Work-from-Home_Directive_and_the_Adoption_of_E-learning_by_LIS_Educators_in_the_Wake_of_COVID-19_Pandemic_in_Rivers_State
And Assessment of LIS educators for the adoption of blended learning
https://www.researchgate.net/profile/Onyema_Nsirim
Thank you
Nsirim, Onyema
Ignatius Ajuru University of Education, Port Harcourt, Nigeria
Different challenges come forward. To cope up with pandamecic online was only option. It increased lot of burden for teachers while teaching as well well as while evaluating. But we in Kashmir University did it all by using blended learning. Google, zoom were used. Whatsup groups were created. To keep learners attentive, active discussion was also found useful.
Use la plataforma de Team y de Zoom, y enemos que pensar ser más creativos y capacitación en el uso del aprendizaje por medios electrónicos para aprovechar y lograr un a mejor compresión y realizar una evaluación adecuada.
Hay que considerar los imprevistos en el uso de la tecnología, el sedentarismo, el cuidado de la vista, etc.
In my opinion, E-learning has been an effective model for the teaching / learning process during COVID-19 and it continues to be to reduce interpersonal contact, unemployment for secondary education, processional training and higher education, despite the difficulties of practical teaching. I think that for primary and infant education it is not adapted adequately since it requires autonomous work that these students cannot do. The work of preparing classes, material and exercises can be compared to that of face-to-face education teachers, if the online teacher has training, otherwise it will be a very complex process. The main problems that I have seen are that the teachers have to transfer face-to-face training to E-learning, and they are two completely different models, as well as the lack of training for teachers and students in E-learning and technical problems and lack of Internet connection for many students.
I think E-learning has had a negative impact on teaching. Students have lost their ability to critically think and search for answers. They would rather ask than search for information that is at their fingertips. If it is not obvious to them they ask, sometimes several times. There seems to be a lack of ability to read and follow directions, regardless of highlighted or bolded text! One of the biggest things I find is that students OVERTHINK things unnecessarily!
Generally, the rule of thumb is to work smarter not harder, but with the e-learning, I think we are working harder due to the lack of student's critical thinking and their ability to seek/research and answer their own questions! Students do not keep up with their work and want extensions, or wait until the last minute to post works which increases the work on the part of the facilitator.
For several years I did a version of a presentation on the Good, Bad, and Ugly of online learning. One of the points made was that students can do all kinds of things on their cell phones, tablets, laptops but those skills are not transferred into the learning environment. The other point is that course participation lacks, as the students do not respond as they should to discussions and end up failing in participation which of course brings down their final course grade!
Faculty development offices offer all kinds of courses/webinars for faculty to develop engaging courses but I am not sure that the same is done for the students. I think students need help especially when they take a survey of their online usage and they check their social media and personal emails more often than they do their university email. For example, I send out an email about two weeks before classes start about the text for the class and had a student complain that he should not have to check his school email weeks before classes start! I guess he was not a good Boy Scout, regarding being prepared!
Onward!
It cannot replace face-to-face teaching. However, it is a most viable solution for ensuring the continuity of teaching and learning amid the pandemic.
I enjoyed as a teacher while taking e-learning lessons during the pandemic.
Yes, I worked more than in face to face lessons, even I worked 24x7 than 8 hr job.
Presentation, projects, quizzes, OBE, and Proctored exam format helped in evaluation.
Unavailability of appropriate devices, proper bandwidth, and resources for students.
Yes, e-learning is going to be our future.
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