7th Jul, 2020
Wayne State College
Question
Asked 18th Mar, 2020
If you are forced to transition an in-person class to online due to the coronavirus how will you use theory to create your new learning environment?
Many teachers are faced with the challenge to quickly transition an in-person class to online delivery for future semesters due to the coronavirus.
Based on my research and experience, I prepared this podcast for my school today, with advice for teachers as they make decisions about how to restructure their classes. While it is geared mostly to my campus you may be interested in the ideas about evaluating and making use of the different learning tools that are available.
I think that it is important to remember to ground our redesign in theory, even though we need to do it quickly.
I am interested in your feedback and other thoughts (and you will be able to hear my voice).
Most recent answer
J. Ryan Nielson It is funny that you ask. I am awaiting final word about an article that colleagues and I have submitted for a technology journal special issue about COVID. The scholarly review is complete, but we are still waiting to hear from the journal publisher.
Here is our abstract:
This study conducted a worldwide survey to explore the experiences of higher education faculty in converting their classes on short notice to distance learning during the SARS-CoV-2. Most respondents experienced considerably higher workloads and stress than in their face-to-face classes. The most common predictor of positive faculty response was experience teaching online in previous semesters. The lion’s share of respondents went beyond school-provided systems with less than half using a school-provided learning management system (LMS), instead using a wide range of other technology tools. Many of the respondents learned the lesson of the need for adaptability and good planning and many thought their converted classes had potential to remain online distance learning (ODL) in the future. The respondents emphasized the need to do what it takes to serve their students. The results found high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design as part of long-term professional development for faculty and remembering the importance of the wealth of student higher education experiences, many of which are beyond the scope of the actual classes.
Popular answers (1)
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
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All Answers (22)
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
1 Recommendation
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
1 Recommendation
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....
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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.
2 Recommendations
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.
1 Recommendation
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 :))
2 Recommendations
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.
1 Recommendation
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
3 Recommendations
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 ;)
3 Recommendations
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 ;)
3 Recommendations
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
4 Recommendations
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!)
3 Recommendations
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.
2 Recommendations
School Education Gateway
With many school education systems suddenly shifting to online lessons, we share some links to help and inspire teachers.
2 Recommendations
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.
1 Recommendation
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?
J. Ryan Nielson It is funny that you ask. I am awaiting final word about an article that colleagues and I have submitted for a technology journal special issue about COVID. The scholarly review is complete, but we are still waiting to hear from the journal publisher.
Here is our abstract:
This study conducted a worldwide survey to explore the experiences of higher education faculty in converting their classes on short notice to distance learning during the SARS-CoV-2. Most respondents experienced considerably higher workloads and stress than in their face-to-face classes. The most common predictor of positive faculty response was experience teaching online in previous semesters. The lion’s share of respondents went beyond school-provided systems with less than half using a school-provided learning management system (LMS), instead using a wide range of other technology tools. Many of the respondents learned the lesson of the need for adaptability and good planning and many thought their converted classes had potential to remain online distance learning (ODL) in the future. The respondents emphasized the need to do what it takes to serve their students. The results found high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design as part of long-term professional development for faculty and remembering the importance of the wealth of student higher education experiences, many of which are beyond the scope of the actual classes.
Similar questions and discussions
Can you help with an urgent survey about teaching during COVID-19?
Update: Data collection is closed and our manuscript has been published. Thank you to everyone who participated.
You can find it at:
-------Original post below---------
If you have converted any courses to distance learning because of the coronavirus pandemic, please take a few minutes to complete this survey. 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.
Please complete the survey now, so you don't forget. The survey is 18 questions (most are Likert scales), plus demographics.
The link to the survey is: https://forms.gle/qX522tiJsPNbgsGF9
This survey is completely anonymous and will not collect any information that can identify you. All categories of higher education faculty are welcome to participate, including all full-time and adjunct faculty.
Most scholarly literature published so far about teaching during COVID-19 has been conceptual in nature, or case studies at a specific school or geographic region. The Researchers hope that this study will provide a broader context.
Please feel free to share this invitation with anyone you think may be interested in participating.
Thank you for your participation in this study.
(Time is of the essence because the journal we are submitting to needs our manuscript by the end of May 2020.)
How is COVID-19 outbreak affecting researches’ efficiency? What creative ways they are adopting to solve problems? Effect on mental/ physical health?
As isolation measures and closed campuses force many universities to move their educational offerings online, how are they embracing the latest digital tools and platforms?
The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative.
With the ongoing spread of the coronavirus, technology and online learning platforms have become increasingly essential. When adapting to this new normal, universities have quickly evolved their digital tools and platforms to ensure uninterrupted educational delivery to their isolated students.
QS recently established an ongoing survey of higher education professionals to understand the challenges they face and how they’re embracing online learning opportunities.
According to our analysts, 50% of the survey respondents had already switched some of their scheduled courses online, and we predict this number is only set to increase as the coronavirus continues.
One respondent stated: “Our biggest challenge was how to move from traditional education to e-learning and how to overcome the problem of practical courses and training.”
For those struggling to move online or rapidly scale up learning platforms, edtech companies like iTeach.world, Raftr, Aula, and Intergreat are offering remote teaching tools and online platforms free of charge.
Jean-Pierre Guittard, CEO and founder of iTeach.world, states that: “I think what is going to change here is that schools are being forced to make the change that they need to make because in the background there’s been this huge market shift where people have realized that we have these communication tools… This is waking people up and making them modernize their approach to instruction.”
This sentiment is something that Robert Hsiung, China CEO of the online educational company EMERITUS, agrees with wholeheartedly. QS recently interviewed Robert to get his take on the surge in online learning:
“The massive move to online is forcing the education system to figure out how to drive engagement at scale in their courses. This has created a special window for us to leverage our experience in supporting these schools.
“I believe that the coronavirus will force educators to revolutionize the way they teach, moving from a lecture-listen model to an interactive, learn-by-doing model. We are well suited to capture the wave.”
While traditional, on-campus learning will inevitably return to prominence once the coronavirus abates, universities can use this crisis as an opportunity to learn more about new digital tools and how to best leverage them.
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