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Online Teaching: Q&A IIb. How Many . . . IIc. Synchronous . . . - PowerPoint PPT Presentation

Summary of Questions I. Does Online . . . IIa. How Can We Use . . . Online Teaching: Q&A IIb. How Many . . . IIc. Synchronous . . . IId. How Important Is . . . Olga Kosheleva 1 and Vladik Kreinovich 2 IIe. How to Motivate . . . 1


  1. Summary of Questions I. Does Online . . . IIa. How Can We Use . . . Online Teaching: Q&A IIb. How Many . . . IIc. Synchronous . . . IId. How Important Is . . . Olga Kosheleva 1 and Vladik Kreinovich 2 IIe. How to Motivate . . . 1 Department of Teacher Education III. What Is the Future . . . 2 Department of Computer Science IV. In View of This . . . University of Texas at El Paso Home Page 500 W. University El Paso, Texas 79968, USA Title Page olgak@utep.edu, vladik@utep.edu ◭◭ ◮◮ ◭ ◮ Page 1 of 20 Go Back Full Screen Close Quit

  2. Summary of Questions 1. Introduction I. Does Online . . . IIa. How Can We Use . . . • During the May 27 session, many important questions IIb. How Many . . . were raised. IIc. Synchronous . . . • We will try to summarize the questions and provide IId. How Important Is . . . some answers. IIe. How to Motivate . . . III. What Is the Future . . . • However, please do not expect full answers. IV. In View of This . . . • Online-only teaching is a new territory for all of us; Home Page this is bad news and good news: Title Page – it’s bad news because we can’t use ready answers ◭◭ ◮◮ – it’s good news because we can’t use ready answers ◭ ◮ – so we all need to improvise, we all have a chance to Page 2 of 20 make a significant contribution. Go Back • In providing answers, we will use our experience and experience of our colleagues. Full Screen Close Quit

  3. Summary of Questions 2. Summary of Questions I. Does Online . . . IIa. How Can We Use . . . I. Does online teaching work at all? Are there disciplines IIb. How Many . . . where it does not work? IIc. Synchronous . . . II. How to organize online teaching: IId. How Important Is . . . IIe. How to Motivate . . . a. How can we use the experience of video lectures III. What Is the Future . . . and open university? IV. In View of This . . . b. How many students in a group? Home Page c. Synchronous vs. asynchronous? Title Page d. How important is feedback? ◭◭ ◮◮ e. How to motivate students and keep their attention? ◭ ◮ f. How much homework to assign? Page 3 of 20 g. How to test and how to grade the tests? Go Back Full Screen Close Quit

  4. Summary of Questions 3. Summary of Questions (cont-d) I. Does Online . . . IIa. How Can We Use . . . II. How to organize online teaching (cont-d): IIb. How Many . . . h. How to take special circumstances into account: IIc. Synchronous . . . ∗ gifted and talented students, IId. How Important Is . . . IIe. How to Motivate . . . ∗ special education students, III. What Is the Future . . . ∗ students from disadvantaged families? IV. In View of This . . . i. How to make it easier for students and for instruc- Home Page tors? Title Page j. How to maintain student health? ◭◭ ◮◮ k. How to design an online class with limited resources in limited time ◭ ◮ III. What is the future of online education? Page 4 of 20 IV. In view of this future, how to best prepare future teach- Go Back ers? Full Screen Close Quit

  5. Summary of Questions 4. I. Does Online Teaching Work? I. Does Online . . . IIa. How Can We Use . . . • Until this Spring, there were two main opinions: IIb. How Many . . . – online learning is the revolutionary future, it will IIc. Synchronous . . . make learning much better, IId. How Important Is . . . – online learning is a disaster promoted by politicians IIe. How to Motivate . . . and theoreticians who never taught in real schools. III. What Is the Future . . . • So far, the experience is that it worked, even with im- IV. In View of This . . . Home Page provised imperfect teaching: Title Page – it was not as good and spectacular as promised, – it was not as disastrous as opponents predicted. ◭◭ ◮◮ ◭ ◮ • Even in disciplines like medicine and electrical engi- neering, a lot of teaching moved online. Page 5 of 20 • In medicine etc., some face-to-face is needed. Go Back • Math, computer science, etc., if needed, can be all on- Full Screen line. Close Quit

  6. Summary of Questions 5. IIa. How Can We Use the Experience of Video I. Does Online . . . Lectures And Open University? IIa. How Can We Use . . . IIb. How Many . . . • At first glance, online teaching is nothing new; e.g.: IIc. Synchronous . . . – video lectures have been circulating for some time, IId. How Important Is . . . MOOCs were based on them, and IIe. How to Motivate . . . – open universities have been successfully producing III. What Is the Future . . . specialists in many countries. IV. In View of This . . . Home Page • We can definitely use some technical idea, but there is a big difference: Title Page ◭◭ ◮◮ – MOOCs and open university were for enthusiastic students, and now we need to tech everybody, ◭ ◮ – even for enthusiastic students, for many popular Page 6 of 20 MOOCs, success rate was below 10%. Go Back • Clearly, this is inappropriate for general education. Full Screen Close Quit

  7. Summary of Questions 6. IIb. How Many Students in a Group I. Does Online . . . IIa. How Can We Use . . . • The main limitation is the ability of the instructor to IIb. How Many . . . provide regular feedback to all the students. IIc. Synchronous . . . • The usual recommendation is to have no more than 25 IId. How Important Is . . . students in an online class. IIe. How to Motivate . . . III. What Is the Future . . . • This is, by the way, a general recommendation for a regular school class as well, the only difference is that: IV. In View of This . . . Home Page – for normal learning, it is just a recommendation; Title Page – smaller classes are better for students, but larger ◭◭ ◮◮ classes are manageable too; – however, for online learning, larger classes become ◭ ◮ unmanageable: teachers overwork, students fail. Page 7 of 20 • If there are teaching assistants, then larger classes are Go Back also maintainable. Full Screen Close Quit

  8. Summary of Questions 7. IIc. Synchronous Vs. Asynchronous I. Does Online . . . IIa. How Can We Use . . . • For students, synchronous is clearly better, they get IIb. How Many . . . feedback right away. IIc. Synchronous . . . • For teachers, it is also better: IId. How Important Is . . . IIe. How to Motivate . . . – they do not need to record every detail, III. What Is the Future . . . – they can be flexible – slow down or speed up de- IV. In View of This . . . pending on student feedback. Home Page • They can ask questions and get answers right away – Title Page as in a face-to-face class. ◭◭ ◮◮ • Unfortunately, bandwidth limitations do not allow all ◭ ◮ classes to be synchronous. Page 8 of 20 Go Back Full Screen Close Quit

  9. Summary of Questions 8. IId. How Important Is Feedback? I. Does Online . . . IIa. How Can We Use . . . • Feedback is crucial for education. IIb. How Many . . . • If it was not so, there would be no need for teachers, IIc. Synchronous . . . only for graders: IId. How Important Is . . . IIe. How to Motivate . . . – once students learn how to read, III. What Is the Future . . . – they would be able to study from the textbooks. IV. In View of This . . . • A few students can do it, but most cannot. Home Page Title Page ◭◭ ◮◮ ◭ ◮ Page 9 of 20 Go Back Full Screen Close Quit

  10. Summary of Questions 9. IIe. How to Motivate Students and Keep Their I. Does Online . . . Attention? IIa. How Can We Use . . . IIb. How Many . . . • This is a difficult question already in a regular class. IIc. Synchronous . . . • For this, pedagogical students usually take a special IId. How Important Is . . . course on class management. IIe. How to Motivate . . . III. What Is the Future . . . • Online, this is even more complicated: IV. In View of This . . . – there are many more distractions at home than in Home Page the classroom, Title Page – and there is no contagion effect – when interest of ◭◭ ◮◮ others keeps students more interested. ◭ ◮ • So, we need to use more of usual class management techniques. Page 10 of 20 • In particular, we need to make our materials and our Go Back presentations even more entertaining. Full Screen Close Quit

  11. Summary of Questions 10. IIf. How Much Homework to Assign? I. Does Online . . . IIa. How Can We Use . . . • Homeworks help students learn. IIb. How Many . . . • On the other hand, if we assign too much homework: IIc. Synchronous . . . IId. How Important Is . . . – students get overworked, and IIe. How to Motivate . . . – we instructors get overworked. III. What Is the Future . . . • A natural idea is: IV. In View of This . . . Home Page – to decide how much time students should be spend- ing on homework, and Title Page – assign accordingly. ◭◭ ◮◮ • At the university level, the usual recommendation is ◭ ◮ 3.5 hours at home for each lecture hour. Page 11 of 20 • At the school level, the proportion is much smaller, Go Back usually less than 1. Full Screen Close Quit

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