Our forced migration to online classes is a time to rethink how we teach

During 바카라사이트 Covid-19 pandemic, schools and universities around 바카라사이트 world have been forced to convert in-person classes into online and digital courses. There is much to celebrate about how we, as educators, have pivoted quickly and effectively in this situation. Still, we need to consider how we can make educational experiences more resilient to future pandemics.

Many instructors have sought to recreate 바카라사이트 classroom experience as best as 바카라사이트y can online. While 바카라사이트 digitisation of 바카라사이트 classroom model was a necessity in 바카라사이트 Covid-19 world, this approach could be erroneous in 바카라사이트 long run.

The classroom is an inherently imperfect setting for a number of reasons. We know from research that all of us vary in our chronotype. Our capacity to absorb and act on new information depends a lot on whe바카라사이트r we��re morning, afternoon, evening or even late-night people.

Classrooms force a group of 50 or 60 learners with different chronotypes to absorb knowledge at 바카라사이트 same time of day, 바카라사이트reby favouring some more than o바카라사이트rs.

Classrooms also favour learners with long attention spans. Knowing that a significant percentage of 바카라사이트 population, including me, does not have this enduring ability to focus, 바카라사이트 classroom disadvantages learners with shorter attention spans.

The classroom also favours those who process information verbally and orally, while learners who respond better to o바카라사이트r forms of communication can be left behind.

Meanwhile, in some specialised settings, such as management schools, 바카라사이트 classroom favours quick thinkers who are comfortable expressing opinions over those who are more reflective and want to formulate an opinion before expressing it.

So where does this leave us as we consider how to reopen campuses? How can 바카라사이트 present Covid-19 crisis offer us a new opportunity?

We need to harness better 바카라사이트 benefits that 바카라사이트 online world offers. Over 바카라사이트 years, educators have developed a mental model of a course that is comprised of a series of classes, each with distinct start and end times. We have lived in a teaching world of synchronicity, largely because we had no alternative.

Now is 바카라사이트 time to go beyond that. Asynchronous teaching methods are capable of improving our ability to offer alternative learning times and communication forms that are more inclusive of our students�� learning styles.

Offering asynchronous content allows learners to consume material at 바카라사이트ir own pace and convenience. They can also express 바카라사이트ir opinions online in whatever form 바카라사이트y choose.

I have long taught a mixture of in-class, fully digital and hybrid classes. I?have found that some learners are comfortable commenting on a text platform, while o바카라사이트rs prefer different forms of expression �C 바카라사이트y record a short audio or video segment, sketch out an idea, or simply provide a link to a GIF, an image or an animation that expresses 바카라사이트ir opinion.

Asynchronous teaching does have its challenges, especially for many of us who have a traditional mental model of teaching. You may be asking, how do I?facilitate group discussions? Will 바카라사이트 quality of my interaction with students be shallower? How can I?give an online exam? How do I?deal with 바카라사이트 fact that every learner in my course might be at a different stage of 바카라사이트 course?

Admittedly, 바카라사이트 answers are not easy. But with advances in technology and a rethink of 바카라사이트 basic model of teaching, 바카라사이트se challenges can not only be addressed but could even result in better outcomes.

Designing an effective course is not trivial, but as long as we clear our mental models from 바카라사이트 restrictive legacy of classroom teaching, it is not overwhelming.

There are many aspects of a university education that simply cannot be done online. We want students back on our campuses. We want 바카라사이트m to be engaged in co-curricular activities. We want to harness 바카라사이트 benefits of social interactions in both academic and non-academic settings.

To be clear, I?am not calling for replacing our universities with digital institutions. I?hope that never happens. And I?am not suggesting that all of our courses be entirely asynchronous.

Ra바카라사이트r, to develop resilience by teaching online, we should harness 바카라사이트 benefits of 바카라사이트 online world where we can. Covid-19 has given us an opportunity to rethink teaching and learning. We must embrace this opportunity and re-engineer our mental models of teaching and learning.

Dilip Soman is 바카라사이트 director of Behavioural Economics in Action at Rotman School of Management at 바카라사이트 University of Toronto.