Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25. Web.
Ali writes the exploratory paper concerning the necessity of online learning in times of social distancing and lockdowns. The article aims to find ways of providing education when the traditional methods are not applicable. It accumulates valuable experience for all researchers and staff members who are involved in the process of education. The author examines the world context and different approaches to online education in such countries as the USA, Italy, China, and others. The study reveals the problems of personnel unreadiness and lack of confidence while transitioning to online education. It also dwells on the issue of student accessibility and explores possible challenges such as equity concerns, the disparity in different academic subjects’ transition, and the negotiations with Internet vendors. The findings stress the necessity of rapid mobilization across university and school personnel.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Educause Review, 27, 1-12. Web.
The article by a group of scientists, Hodges, Moore, Lockee, Trust, and Bond, provides an overview of the differences between evaluating emergency remote teaching (ERT) and online learning. The main aim of the research is to provide an alternative term and draw a contrast between the two concepts. The study explains the variability of online education based on the different design options for classes. It includes the possibility to change students’ roles, types of interaction, ecosystems, and class pacing. Emergency remote teaching is explored as a temporary shift of instructional delivery, providing temporary access to education. The authors discuss such issues as approaches to evaluation, programmatic outcomes, reliability of technological systems, and their influence on the distance learning experiences. The findings stress the necessity of adding ERT to faculty members’ skillset and evaluating the pandemic crisis results.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model. Online Learning, 21(3), 166-190. Web.
Picciano focuses on pedagogical aspects of online education examining theoretical frameworks of learning theories and their application. The main aim is to propose a teaching model that incorporates the main benefits of traditional techniques and suitable for online education. The target audience consists of specialists and researchers in this field who want to improve their teaching methods. It is also applicable as a general guide for a successful online class. The main theories examined in the article are learning theory, behaviorism, cognitivism, and social constructivism. The research also provides models for online learning such as “community of inquiry,” connectivism, and online collaborative learning. The author presents examples of integrated model applications. He proposes different online course variants that might include such components as content (media), questioning (discussion board), evaluation, reflection, self-paced study, and collaboration. Some elements may be omitted, resulting in the class being designed for particular purposes. The researcher concludes that it is possible to create an integrated online education model, and in the future, all courses may have some online features.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. Web.
The research is conducted by a group of specialists, Rapanta, Botturi, Guàrdia, and Koole, providing their insights into pedagogical content knowledge in relation to online teaching. The article aims to help non-expert teachers to adapt to the new technologies. It may also be helpful for the specialists who want to deepen their knowledge of this process. The study is presented in the form of answers to the essential questions given by each of the experts. The questions discuss the difference between online and face-to-face teaching, the integration of materials and communication into classes, the usage of such tools as video conferencing, the ways of monitoring students’ engagement. The researchers conclude that online teaching practice is an integral part of professionalism and self-development.
References
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic.Higher Education Studies, 10(3), 16-25. Web.
Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning.Educause Review, 27, 1-12. Web.
Picciano, A. G. (2017). Theories and frameworks for online education: Seeking an integrated model.Online Learning, 21(3), 166-190. Web.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923-945. Web.