In a new research paper, 12 Tips for Pivoting to Teaching in a Virtual Environment published by the University of Manitoba, academics offer tips to provide insight on the practice of teaching in virtual environments, from course design, to student engagement, to assessment practices, to maximising the potential that technology can provide for both the teacher and the students.
Teaching online will require classroom-based objectives to be adjusted; begin the design process by identifying what evidence is required for learners to demonstrate the desired level of proficiency before planning teaching and learning experiences (Wiggins and McTighe, 2005).
Recommendation: Think critically about what can realistically be achieved.
The interdependency between content, pedagogy, and technology is a unique characteristic of online teaching with a wide range of tools available. Systems should foster social and collaborative learning in both synchronous and asynchronous settings; social media can enhance social presence and build networks.
Recommendation: Effective integration of digital tools and technologies is facilitated by teachers who explore and learn technologies.
When designing your online curriculum, it is important to consider not only content, but also how you plan for learners to engage with that content.
Recommendation: Forging positive connections with teachers has been shown to play a significant role in student satisfaction.
Consider cognitive load theory (CLT) in course design for remote instruction during COVID-19, as increased stress during the pandemic may have an additional negative impact on working memory (Klein and Boals, 2001; Hubbard and Blyler, 2016).
Recommendation: Teachers can accomplish this by removing extraneous load that distract from the learning process. Teachers can enhance germane load by planning activities that focus on retrieval practice, that is, retrieving the learned information to apply it:
New media provide us with opportunities to engage with our learners. It is important to be mindful of which technologies your remote students have to.
Recommendation: Using a variety of learning technologies will not only help you to appeal to different student learning preferences, it can also help you maximise their engagement.
online learning may seem like an impediment to blend assessment with learning activities, it can also offer an opportunity to consider practices which may be difficult to implement in a traditional classroom spaces.
Recommendation: Breakout rooms during an online lecture can also facilitate developing and maintaining learner relationships.
When moving to online learning environments the purpose of assessments should be forefront. Assessments should reflect the intent, level of mastery, and depth of understanding required to achieve the learning objectives.
Recommendation: The use of authentic and other formative assessments in online contexts facilitates greater interaction and engagement with the delivery of the feedback through online discussions, peer reviews using shared documents, written feedback, synchronous or asynchronous video.
If changes to assessments are needed with the shift to online delivery, it is important to remember that there is a consistent need for learners to receive quality and timely feedback to enhance their learning experiences (Reyna, 2020).
Recommendation: Refinements for virtual environments may include combining or splitting assessments to ensure that they cover the necessary level of mastery for each learning objective, as well as providing an opportunity for the learner to scaffold throughout the course. An assessment map provides a visual check of ensuring…
It is important to orient yourself and your students with the technology and software encompassing the virtual teaching environment prior to the start of the course. Materials should be easily accessible, such as a one-page document, short video, or short podcast.
Recommendation: Materials be distributed to students ahead of time, with encouragement for them to also play with the technology beforehand.
MacLeod et al. (2019) highlight several unanticipated issues with teaching in virtual environments, categorising them as visual, curricular, and auditory exposures.
Recommendation: Have an open and frank discussion of etiquette to establish standards and protocols for interacting within the virtual environment.
Having a back-up plan is sound practice regardless of whether teaching in-person or in a virtual environment. Being familiar with the technology and software used to deliver the course may facilitate greater flexibility and adaptability if something does go wrong.
Recommendation: Develop strategies and plans to be ready for when there are issues with technology.
Stress is already a major component of student life throughout health professions education (Ang and Huan, 2006; Bedewy and Gabriel, 2015), and has increased with the COVID-19 pandemic (Cao et al., 2020; Sahu, 2020).
Recommendation: Above all, maintaining compassion and understanding encompasses making time and space to listen to student concerns and being flexible in response to their unique situations and contexts.
The onset of the COVID-19 pandemic has forced a rapid shift to virtual teaching environments. Our tips are designed to facilitate this rapid shift in health professions education, as well as in the broader education community. In this respect, these tips reflect on the practice of education, commenting on course preparation and development, engaging with students, designing relevant assessments, and working with, rather than against, the technology.
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