29 июня 2021, 11:14 | 1 548 просмотров
As we enter a new world where social isolation has become the norm, the disruption to our lives has been sudden and drastic. Education has seen a dramatic change too, moving from real world classrooms to a virtual setting. As schools rapidly scramble to adjust to the digital classroom, we explore how online learning can be made truly effective.
Setting Clear Expectations
Traditional face-to-face teaching largely involves instruction and note-taking. However, with the transition to digital devices, it must be acknowledged and accepted that the virtual classroom cannot have the same flow of a traditional one.
The time is upon us to figure out what the new normal is. Moving towards a “blended learning” model - a mix of some real-time interactive online sessions and some offline engagements to reinforce or dive deeper into the concepts – could be a successful approach.
Going into online teaching with a learner’s mind-set
The success of a new model is dependent largely on how well it is embraced. Moving forward while anticipating teething issues, perhaps such as technological or network issues, and instituting a robust feedback mechanism is crucial. The key is to accept the fact that things may not be as flawless as we would like them to be, despite our best efforts, and meeting challenges with resilience.
Ensuring Real Learning
Online teaching can be used as a way to re-craft mainstream teaching. A mix of synchronous and asynchronous modes of teaching can be instituted. Notably, the time is ripe for the teacher to play the role of a facilitator in a largely student-led model.
All elements of a school’s timetable should ideally be addressed but in cognizance of the fact that online classes would have a different format. For efficient transaction and immersion, it is a good idea for the student to be assigned pre-class work.
Keeping the focus on formative, rather than summative, assessment is also a hallmark of online teaching. The test or assignment should not offer judgements; it should rather inform teaching processes. Focusing on developing deep learning, the test should be a tool for the teacher to assess how far each student has progressed and where a student needs help.