ONLINE TEACHING: PEDAGOGICAL PRACTICES FOR ENGAGING STUDENTS SYNCHRONOUSLY AND ASYNCHRONOUSLY.
Faculty throughout the world abruptly adapted their instructional delivery approaches via technology during the spring, summer, and fall terms in 2020 due to the COVID-19 virus. While faculty used a variety of modalities to disseminate content, such as recorded lectures and online tests, many studen...
| Publicado en: | College Student Journal Vol. 55; no. 2; pp. 195 - 208 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Project Innovation Austin LLC
Jun2021
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=151243705&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 151243705 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01463934 CGL jtl: College Student Journal issn: 01463934 maglogo: N pubinfo: dt: Jun2021 vid: 55 iid: 2 pid: 72156 pub: Project Innovation Austin LLC artinfo: ui: 151243705 ppf: 195 ppct: 13 formats: fmt: @attributes: type: P size: 2.5MB tig: atl: ONLINE TEACHING: PEDAGOGICAL PRACTICES FOR ENGAGING STUDENTS SYNCHRONOUSLY AND ASYNCHRONOUSLY. aug: au: LUMPKIN, ANGELA affil: Texas Tech University su: Online education Computer assisted instruction Distance education COVID-19 pandemic Educational technology sug: subj: Online education Computer assisted instruction Distance education COVID-19 pandemic Educational technology ab: Faculty throughout the world abruptly adapted their instructional delivery approaches via technology during the spring, summer, and fall terms in 2020 due to the COVID-19 virus. While faculty used a variety of modalities to disseminate content, such as recorded lectures and online tests, many students who did not prefer online classes experienced frustration and lessened opportunities for learning. Forced to teach online courses, faculty needed to utilize pedagogical practices to engage students actively. Instead of lecturing as they would have in classrooms, faculty need to learn to record short lectures providing only essential content and information unavailable in textbooks or readings. Faculty needed guidance in designing effective online courses beginning with the establishment of learning outcomes with aligned assessments. Faculty needed to add details and clarity to syllabi and organize disciplinary content into sequential learning modules, each filled with internet resources including videos, discussion groups, and a variety of learning activities and assessments. In designing and teaching online courses that fostered regular and substantive interactions, faculty needed to provide interactive lectures interspersed with engaging learning activities to expand and strengthen student learning. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of College Student Journal is the property of Project Innovation Austin LLC and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: College Student Journal holder: Project Innovation Austin LLC dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
|---|