Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences
Covid-19 and rapid adoption and improvisation of online teaching: curating resources for extensive versus intensive online learning experiences
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DOI：
10.1080/03098265.2020.1807478
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发表时间：
2020-08-15
影响因子：
2.1
通讯作者：
Andres, Lauren
中科院分区：
文献类型：
--
作者：
Bryson, John R.;Andres, Lauren
2019冠状病毒病大流行导致大学校园关闭，迫使学生迅速即兴创作并采用在线教学。本文探讨了2020年3月和5月将三个模块从近距离学习转换为在线学习的经验。这一过程得到了反思实践的推动，以支持作为对大流行病的缓冲反应的即兴过程。本文区分了远程学习计划的发展相比，快速采用在线学习。转向完整的在线教学涉及一个过程，通过这个过程，讲师的角色过渡到在线和离线学生体验的策划。这包括促进和融合广泛和密集的在线学习经验。广泛涉及在线学习支持包的选择和管理。这需要创建学习路线图，以促进学生学习。密集围绕学者和学生之间的在线参与，并采取两种形式：浅，涉及与学生的有限对话和深，涉及学生和讲师之间的共同创造过程。在线学习提供了实时调整学习经验的机会。本文从学生和学者的角度评估了向在线实践的转变。
The COVID-19 pandemic closed university campuses forcing rapid improvisation and adoption of online teaching. This paper explores the experience of converting three modules from proximate to online learning delivery in March and May 2020. This process was facilitated by reflective practice to support a process of improvisation as a buffering response to the pandemic. This paper distinguishes between the development of Distance Learning programmes compared to rapid adoption of online learning. Shifting to complete online teaching involves a process by which the lecturer's role transitions towards the curation of online and offline student experiences. This includes facilitating and blending extensive and intensive online learning experiences. Extensive involves the selection and curation of online learning support bundles. This requires the creation of learning roadmaps to facilitate student learning. Intensive revolves around online engagement between academics and students and takes two forms: shallow as involving a limited dialogue with students and deep which involves a co-creation process between students and lecturers. Online learning provides opportunities to adapt learning experiences in real-time. The paper evaluates the shift to online practice from the students' and academics' perspectives.