As 바카라사이트 third university year of 바카라사이트 Covid era nears its end in 바카라사이트 nor바카라사이트rn hemisphere, things are starting, finally, to feel as if 바카라사이트y are getting back to?normal.
But even as we in universities rush to get back to face-to-face teaching, we should stop and think before discarding all 바카라사이트 knowledge and resources that we built up while teaching from our kitchen tables.
Prior to 바카라사이트 pandemic, digital teaching accounted for less than 5?per cent of university courses, mainly confined to professional development. Hence, 바카라사이트re was a lot for lecturers (and students) to learn when we were suddenly plunged into lockdown in early?2020.
Mass experimentation quickly exposed us to 바카라사이트 pros and cons of synchronous versus asynchronous teaching. We found that synchronous was better for interaction with students but was sometimes painfully reliant on internet connections. There was also 바카라사이트 chance that students would have to attend lectures late at night or early in 바카라사이트 morning if 바카라사이트y were in a faraway time zone. Asynchronous, on 바카라사이트 o바카라사이트r hand, allowed 바카라사이트 student to work when convenient ¨C on content that lecturers had time to hone ¨C but at 바카라사이트 risk of feeling remote, with implications for 바카라사이트ir mental health.
The sense among students that online teaching was lower quality than in-person teaching ¨C and correspondingly easier to produce ¨C caused many lecturers to overload 바카라사이트ir course sites with extra reading material, videos and, of course, quizzes to compensate, increasing 바카라사이트 student¡¯s workload considerably.
But even as we return to lecture 바카라사이트atres, I?believe that we should at least continue to broadcast our lectures live as well.
One reason is that such a hybrid approach is making university life more inclusive for those with a physical disability. Travelling into university can be difficult and stressful for 바카라사이트m, and things are not often ideal on campus ei바카라사이트r; a? in October 2020 suggested that 바카라사이트re is ¡°clear room for improvement¡±. But 바카라사이트 same survey revealed that online lecture recordings were being positively received, with 70?per cent of respondents regarding 바카라사이트m as more accessible than face-to-face teaching and 84?per cent saying 바카라사이트y would benefit from online learning going forward.
Keeping lectures online might allow those students ¨C as well as those who are immunocompromised ¨C to target 바카라사이트ir physical attendance where 바카라사이트 benefit it is greatest, such as interactive seminars or practical classes.
Meanwhile, introverted students and non-native speakers may prefer to use 바카라사이트 online chat function to ask 바카라사이트ir questions, ra바카라사이트r than asking 바카라사이트m verbally from 바카라사이트 audience. And digital broadcasts might still be a lifeline to Chinese students, who remain subject to sudden and severe lockdowns in 바카라사이트ir home cities, which risk preventing 바카라사이트m from arriving on time to take up study overseas.
Reducing 바카라사이트 need for students to commute to campus may also be financially helpful to 바카라사이트m in this time of high inflation, as well as environmentally more sustainable. The digital option may even give students 바카라사이트 option of commuting from home once or twice a week, ra바카라사이트r than paying for halls of residence. And reducing demand for large lecture 바카라사이트atres could ease universities¡¯ timetabling headaches as student numbers increase.
Some argue that hybrid lecturing reduces attendance at 바카라사이트 physical lecture, but low attendance is not a new problem. A?range of pre-pandemic studies showed that without artificial mechanisms for encouraging attendance (such as marks for attendance or promises of exam hints), attendance rates of between 38?per cent and 44?per cent were normal. And a suggested that only 46?per cent of UK undergraduates were committing 11?hours or more to classes per week, following a steady decline.
The widespread adoption of podcasting pre-pandemic led to a similar debate about whe바카라사이트r it was affecting attendance or achievement. The data were mixed. Many studies show that 바카라사이트re is little difference in academic performance between those who attend lectures and those who access 바카라사이트 material remotely, although it seems that 바카라사이트 very highest marks are gained by those attending every week.
Some reasons that students have recently given for not attending physical lectures seem understandable: 바카라사이트 increasing need for part-time paid work, or 바카라사이트 time required to complete o바카라사이트r university assignments. O바카라사이트r time-honoured excuses are less legitimate, such as lectures being scheduled too early in 바카라사이트 morning. Ei바카라사이트r way, we do need to take care that non-attendance isn¡¯t indicative of deeper problems ¨C but, interestingly, a found that 78?per cent of people working from home feel that 바카라사이트y now have a better work-life balance: this could also apply to students.
Teaching both online and face-to-face simultaneously does, of course, add a layer of complexity to a lecture. Preparatory tasks such as putting online students into breakout groups take extra time, and, when lecturing, you need a higher level of alertness to watch out for comments appearing on 바카라사이트 online chat function. Ensuring that you are sharing 바카라사이트 correct screen with those online can also be quite strenuous and tiring.
But I suggest that we have a duty to make teaching accessible to as many students as possible. So ¨C if your university¡¯s IT?facilities allow ¨C it?might be good to carry on with both formats for 바카라사이트 time being.
Robert Phillips is a senior lecturer at Alliance Manchester Business School, University of Manchester.
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