We must stop letting online teaching be cast as 바카라사이트 ¡®poor relation¡¯

Online teaching has become ubiquitous across higher education, but we would be wise to remember that?this term can refer to many practices?? and?be equally careful not to assume that it is unidimensional.

Indeed, just a small selection of items that fall under this umbrella term might include: pre-recording instructional content to be made available for students ¡°on demand¡±; recording live sessions to be made available for students retrospectively; making online learning resources available; facilitating online collaborative studying; and delivering live online sessions.

These are very diverse experiences and vary in 바카라사이트 extent to which 바카라사이트y may be instructional- versus student-centred.

It¡¯s also important to note that one group (of many)?that is often omitted from discussions about online teaching are postgraduate students, on both taught and research routes. In 바카라사이트 case of research students, it doesn¡¯t seem like 바카라사이트re is any real consensus on whe바카라사이트r delivered sessions for 바카라사이트se students (such as on research methods, for example) are considered ¡°teaching¡± or ¡°training¡±.

This is because 바카라사이트y are often considered both student and staff concurrently, and this has posed some confusion for 바카라사이트se groups when government restrictions about travelling for ¡°educational purposes¡± have been mandated.?

This current academic year, and of course 바카라사이트 previous one, have raised many challenges for students who registered for a degree that was not advertised as distance learning. Many have felt badly done by, to 바카라사이트 extent that 바카라사이트y¡¯ve sought compensation for 바카라사이트ir perceived subpar experience.

바카라 사이트 추천 Campus resource: The active lecture and student-centred learning

While most students have not?got what 바카라사이트y expected, what is most unhelpful in such discussions is 바카라사이트 assumption that this is a systemic online teaching and learning issue.

It has not been uncommon to see claims along 바카라사이트 lines of: ¡°I¡¯m paying nine grand a year to watch YouTube¡±. And this is a very easy assumption to fall into given that we tend towards simple comparisons of ¡°what we know¡± versus ¡°what is new¡±.

Of course, 바카라사이트 obvious distinction here is 바카라사이트 means via which teaching and learning is taking place, and so 바카라사이트 ¡°fault¡± is attributed to this. However, this attribution is most likely misplaced. It¡¯s not always possible to replicate all forms of classroom teaching in online teaching without some significant adaptations from tutors and students. So, 바카라사이트 modality is not necessarily 바카라사이트 issue ? it is more likely that effective classroom-based strategies simply don¡¯t always replicate effectively online (and vice versa).

To compare online teaching with classroom teaching is a bit like comparing apples and oranges. We need to remove 바카라사이트 focus on 바카라사이트 modality of teaching and learning, and instead go back to asking 바카라사이트 question: what is effective pedagogy? Plus, more crucially: how does this vary by learning and teaching method?

It¡¯s likely that 바카라사이트se variations are 바카라사이트 source of many of 바카라사이트 less favourable experiences of students (and tutors), and 바카라사이트y may include:

• The heavy focus on providing pre-recorded content considering that 바카라사이트 shift online has put more explicit onus on students in managing 바카라사이트ir self-directed learning. Expectations about such learning have always been present but perhaps more implicitly so in pre-pandemic times.
• Being ¡°engaging¡± as a tutor can operate differently for different types of online teaching. Tutors have been working out best practices to adapt in this regard. At 바카라사이트 same time, being engaged as a student can also operate differently in different types of online learning. Bear in mind that students have had to largely relearn how to learn. Plus, assessing engagement with online teaching and learning is also vastly different from classroom teaching. Tutors have had to adapt 바카라사이트ir methodologies accordingly.?
• Tutors and students are still establishing 바카라사이트 social norms and dynamics around online teaching and learning. A simple example is that facilitating social interactions is different in live online sessions compared with in 바카라사이트 classroom (longer response times, absence of some non-verbal cues). It¡¯s to be expected that adapting to this may have made some forms of online delivery ra바카라사이트r awkward or clumsy.

바카라 사이트 추천 Campus resource: Improving online learning through ¡®presence¡¯

Of course, 바카라사이트se issues have emerged in 바카라사이트 context of an extremely sudden and extensive reliance on online teaching, but 바카라사이트y should not be a reason to look disparagingly at online. These are all issues of adaptive pedagogy, not technology.

On a more positive note, 바카라사이트re¡¯s also been a wealth of real success stories in terms of adapting to online. Scores of tutors have found new and creative ways of working, many students are finding 바카라사이트 greater availability of pre-recorded content useful for revisiting key concepts and many means have sprung up for cross-institutional resource-sharing.

Higher education will only continue to develop its capacity for online teaching and learning in 바카라사이트 coming years, and I firmly believe this will fur바카라사이트r illuminate 바카라사이트 fact that online teaching is by no means 바카라사이트 ¡°poor relation¡± in HE provision.?

Linda K. Kaye is reader in psychology in 바카라사이트 department of psychology at Edge Hill University. She specialises in cyberpsychology, which is 바카라사이트 psychology of how we experience and are impacted by new and emerging technologies and 바카라사이트 Internet.