Transitioning University Courses Online in Response to COVID-19

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Teaching and Learning Pub Date : 2020-05-30 DOI:10.22329/jtl.v14i1.6262
David M. Telles-Langdon
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引用次数: 25

Abstract

As the world reeled from the realization that a pandemic of a magnitude not seen in a century was upon us, and that physical distancing to reduce the speed of transmission was going to necessitate suspension of regular classes, university faculty members scrambled to convert their planned lectures from in-person to online formats. This article describes one faculty member’s experiences using a flipped classroom approach in a virtual teaching environment. The arrival of COVID-19 fractured the school year and put some students’ graduation in jeopardy. From a hasty search of literature on the process of teaching and evaluating in an online environment, to a selection of hardware and software to provide students with an optimal learning environment while ensuring the security and validity of online evaluation, this article will highlight some of the successes and pitfalls of a rapid transition to online instruction and evaluation. Although there is a body of literature on the process and efficacy of online teaching, the constantly evolving nature of technology not only continues to produce new online instruction tools, but also tools that can be used by students to circumvent most cheating prevention measures put in place.
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为应对新冠肺炎而将大学课程转变为在线课程
当全世界意识到一场百年未有之大的流行病正在向我们袭来,为了降低传播速度而保持身体距离将需要暂停常规课程时,大学教职员工争先恐后地将他们计划的讲座从面对面授课改为在线授课。本文描述了一位教员在虚拟教学环境中使用翻转课堂方法的经历。新冠肺炎的到来使学年中断,一些学生的毕业岌岌可危。从匆忙搜索关于在线环境中教学和评估过程的文献,到选择硬件和软件为学生提供最佳学习环境,同时确保在线评估的安全性和有效性,本文将重点介绍快速过渡到在线教学和评估的一些成功和陷阱。尽管有大量关于在线教学过程和效果的文献,但技术的不断发展不仅不断产生新的在线教学工具,而且学生可以使用这些工具来规避大多数作弊预防措施。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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