Enhancing Online Class Effectiveness: Strategies and Improvements
Online teaching has become one of the common types of educational systems used in many countries worldwide. One of the main drivers who moved many classes online became COVID-19 when people could not leave their houses for safety reasons. According to Oermann et al. (2018), medical students should be able to receive enough practice during their studies, but distance education makes this process less effective. To increase the efficiency of online education, it might be important to make policies more specific and stricter. For instance, cameras should always be on to ensure every student pays attention to the provided material. Additionally, attendance should be checked every session to keep students more motivated.
Alternatives to Traditional Discussions for Promoting Student Interaction
Discussion boards are the main types of information delivery that make the education process more successful. However, some students may lose their attention span while spending a lot of time reading plain texts while preparing for different subjects. Therefore, PowerPoint presentations with pictures may increase studying efficiency and develop students’ creative thinking (Brush et al., 2023). Video with voice covering can also allow young professionals to alter voice tones and concentrate on the material. It is important to avoid monotonous routines in the studies, and both techniques may help to make education more interesting for medical students.
The Role of Faculty Participation in Student Discussions
When students share their ideas with other peers, tutors should also participate in the discussion process to ensure that people have the right thoughts regarding human treatment. When medical scholars stay in a rut, teachers may introduce leading questions or suggest new topics to ensure the development of critical thinking and the ability to make quick decisions (Oermann et al., 2018). Therefore, tutors should have enough knowledge to answer the most common questions during student discussions and teach them how to cope with problems when the solutions do not bring a lot of positive outcomes.
References
Brush, A. J. B., Bargeron, D., & Grudin, J. (2023). Supporting interaction outside of class: Anchored discussions vs. discussion boards. Routledge. Web.
Oermann, M. H., De Gagne, J. C., & Phillips, B. C. (2018). Teaching in nursing and role of the educator. Springer Publishing. Web.