scholarly journals Rock My World: Rewind to a Better Transition to Remote Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Michelle E. Garland ◽  
Michelle T. Violanti

Students and faculty alike found themselves in tumultuous times as they made the transition from face-to-face to remote learning. As faculty and administrators worked hard to overcommunicate with students in the hopes of keeping them engaged and focused on their academic pursuits, students found their attentions split among school, the Covid-19 health pandemic, and paying bills as many lost their employment. In some cases, the overcommunication led to students ignoring messages as they were completely overwhelmed; at the same time, some students found themselves reverting back to looking for the days of someone telling them what to do every minute of the day. Because faculty, and administrators, were not well prepared to handle the situation, an unevenness in how faculty communicated with students occurred. That is, some faculty withdrew in the same way that students did, and the term essentially ended with students turning in remaining assignments even though no further instruction occurred. Other faculty tried to move their face-to-face class online without taking into consideration the differences between these two channels. Still others tried to create an online course as they went from week to week. The inconsistencies across classes combined with the additional stress students were already experiencing became a recipe for exactly what the administration was trying to avoid—unsuccessful completion of courses and/or students unprepared for the courses that would come after the ones in which they were enrolled that term. The purpose of this study is to examine the experiences and perceptions of students when their classes pivoted from face-to-face to mediated, usually through video conferencing for synchronous or learning management systems for asynchronous. More specifically, we have collected qualitative data that addresses the communication students received from their instructors, what they believed instructors did successfully, what instructors could have done better, and the advice they would offer to instructors who found themselves in a similar crisis situation in the future.

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
S H Teoh ◽  
S Majumder

Abstract Aim The ‘Making the Leap’ interactive online course (MTL) was specifically designed to be delivered during the COVID-19 restrictions. This course aimed to facilitate the difficult transition from CT to ST3 in Plastic Surgery. Method The courses consisted of interactive small-group tutorials, each conducted over 2 days, via Zoom, covering 12 plastic surgery core topics in 8 tutorials. The course was attended by 43 delegates from across the UK and abroad. The tutorials were delivered by 27 plastic surgery consultants. Anonymous feedback was collected from both delegates and faculty. Results The overall feedback from delegates were unanimously positive; 100% of the delegates stated that ‘they would recommend the course to a colleague’. All faculty and delegates agreed the use of video conferencing and small group tutorial to be either ‘very’ or ‘extremely’ suitable for an interactive virtual course like MTL. 98% of delegates thought the course has made them feel more prepared to be a registrar, and 69% of delegates preferred an online interactive course instead of the traditional face-to-face method, for non-practical based courses. Conclusions COVID-19 necessitated delivering ‘Making the Leap” as a Zoom course. However, the feedback clearly demonstrated the need for such a course, and the suitability of the format. We discuss the challenges and learning points from our experience delivering successful interactive courses via Zoom.


2020 ◽  
pp. 237929812094709
Author(s):  
Tiffany D. Kriz

Faculty and students alike can benefit from the use of educational technology, yet keeping up with the latest developments can pose a challenge for busy faculty. This article reviews one tool that could be used to facilitate teaching and learning in face-to-face, hybrid, or online courses. Acadly is an online platform and mobile application providing capabilities such as automated attendance, in-page discussion threads, and participation tracking. Acadly functions similarly to learning management systems yet differs in ways that some faculty and students may find appealing. The article discusses the strengths and limitations of the tool based on usage in five sections of an undergraduate organizational behavior course. Acadly appears to be useful in helping students organize their work and in facilitating greater student engagement. A notable limitation is that it currently lacks advanced grading capabilities.


2019 ◽  
Vol 12 (3) ◽  
pp. 154-168 ◽  
Author(s):  
Luis Naito Mendes Bezerra ◽  
Márcia Terra da Silva

In distance learning, the professor cannot see that the students are having trouble with a subject, and can fail to perceive the problem in time to intervene. However, in learning management systems (LMS's) a large volume of data regarding online access, participation and progress can be registered and collected allowing analysis based on students' behavioral patterns. As traditional methods have a limited capacity to extract knowledge from big volumes of data, educational data mining (EDM) arises as a tool to help teachers interpreting the behavior of students. The objective of the present article is to describe the application of educational data mining technics aiming to obtain relevant knowledge of students' behavioral patterns in an LMS for an online course, with 1,113 students enrolled. This paper applies two algorithms on educational context, decision tree and clustering, unveiling unknown relevant aspects to professors and managers, such as the most important examinations that contribute to students' approval as well as the most significant attributes to their success.


2020 ◽  
pp. 148-156
Author(s):  
Christine Fruin

When supporting instructors in the development of online course materials, librarians frequently encounter questions regarding fair use and other copyright and licensing issues surrounding the delivery of course content in an online classroom or through course management systems that support traditional face-to-face teaching. The fair use statute is the primary law by which use of course materials online is evaluated. However, considerations of contract or license agreements must also be made when using digital or streaming materials. Special considerations exist as well depending on the material type.


10.28945/2873 ◽  
2005 ◽  
Author(s):  
Barbara Lewis ◽  
Virginia MacEntee ◽  
Shirley DeLaCruz ◽  
Catherine Englander ◽  
Thomas Jeffrey ◽  
...  

The trend toward conversion from traditional classroom to online courses follows the shift of learning theories from the behaviorist orientation that portrays learning as a primarily passive activity to theorist orientation which emphasize the active, reflective and social nature of learning. Learners are increasingly considered to be active constructors rather than passive recipients of knowledge. As this trend increases, questions have surfaced regarding the choice of a learning management system (LMS) to use in developing an online course. The selection of an LMS is critical to student success. That selection needs to be based on both the objectives of the online course and the students’ needs. The LMS must have components that will allow the instructor to create a course that emphasizes active learning experiences. This paper will compare nine learning management systems and highlight the product features which enhance their ability to accommodate active learning.


Author(s):  
Darlinda Pacheco Moreira

<p class="1">This paper presents a study focused on a trajectory for developing an online operating mode on a campus-based university in the area of Massachusetts, USA. It addresses the innovation process and the changes and challenges faced by faculty and administrators. Methodologically-speaking, a mainly ethnographic approach was used for a systematic process of collecting data in context, in order to understand organizational strategies put in place to launch and improve online course provision. Leaders of the process and teachers of online courses were also interviewed. What emerged was: a) the online operating mode was prepared much in advance and linked to scenarios of internationalization and inclusion in higher education; b) there was an underlying discourse of inter-connectedness among different places and groups of people; and c) the partnership and collaboration between administration and faculty was essential. One of the main conclusions demonstrates that, despite careful formulation of the online component, it still does not enjoy the same status as the face-to-face element of courses, and, as a result, is largely ignored in terms of promotion in the teaching profession.</p>


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