In light of growing concerns about the spread of COVID-19 and calls for containment of the virus, an increasing number of higher education institutions have closed private lessons. The virus detected vulnerabilities in post-secondary systems around the world. It is now clear that society needs flexible and sustainable education systems, as we face an unpredictable future.
But many educators doubt it, given what some consider to be problems arising from the use of technology in teaching and learning.everything from using technology to monitor students to the impact of using it to combine expensive textbooks with softwareEthical issues especially troublesome,
Conservation of higher education?
As our scholarship confirms, technology is designed to education, and especially training, more flexible or more responsive Not always deliver by direct method. This is due to the fact that educational technology is not just a tool that performs completely predictable or unusual work, such as a hammer or a screwdriver.
Despite this, the educational technology industry is supported by large companies such as Microsoft and Amazon, continues to position itself as a solution to modern education problems. Some people even go so far as to offer technology. maintain higher education,
Moreover, between supporters and skeptics, the effect of COVID-19 on educational institutions and students offer the opportunity to carefully study educational technology in acute crisis situations.
Although the job of moving full-time students to an online environment will mean an initial significant increase in working hours, the results for some teachers and some students are still promising.
In the emerging and ever-changing context of COVID-19, New york university shanghai and Duke Kunshan University offer examples successful adaptation and the rapid deployment of educational technology products such as Zoom video conferencing platform and Coursera online course provider.
It is noteworthy that these universities had experience using these technologies, which they were able to expand; they did not start from scratch with new and unverified technical solutions.
Some schools in Australia have struggled with the rapid transition to online learning, especially in the wake of China.Great firewall“Which deprives people in China of access to many online tools and sites like YouTube.
The alternative, however, is not attractive. COVID-19 or any other widely destructive virus poses a high risk for Job loss and reduced tuition incomeThere is also a growing likelihood long term effects related to future budgetary constraints.
Some institutions have quickly introduced and implemented online learning, in part due to the established familiarity with the necessary tools, learning approaches and considerations for online learning. This has led to fewer hindrances for many students who cannot return to personal activities.
Here we identified four valuable conclusions: effective adaptation to rapidly changing circumstances depends on skills, willingness, willingness to cooperate and offer help and support, as well as a careful attitude to unverified educational technologies.
In the event of crises, the ability to offer effective online education after high school will depend on the faculty and staff of the teaching and learning centers.
Online teaching is not a solo sport. Professors need to be taught how to engage students in online discussions and contribute to their deeper understanding of the material being taught. School designers or educational technologists can help professors understand how to best teach using technology and make the most of online learning.
If institutions currently lack such training and planning measures, they should be taken now, yesterday, to avoid the excessive demands and tensions resulting from quick decision-making.
The apparent need for online training after training in a crisis should serve as a reminder that institutions need to develop this competency. Online Learning Outsourcing Institution in the old days may allow them to take advantage of the experience of other professionals. However, choosing this path, they risk losing their inner experience and becoming dependent on stability, success and future directions private companies,
Sharing resources, strategies
Sharing resources and strategies will be an integral part of the success of educators in online learning. crowdsourcing document A list of resources from US universities related to COVID-19 planning is already circulating in the higher education community.
In this context, it is important to remind yourself that good online education is not just providing students with information and learning about it. Good online education requires planning and thoughtful design so that it is not a secondary option. We do not expect that a quick transition to distance learning will represent the best of what online learning can offer.
Kindergarten until class 12 closure
It is noteworthy that these lessons will be applied not only in the field of higher education. Many kindergarten to grade 12 schools encountered closure in 2009 in response to the H1N1 pandemicand now it is becoming a growing global reality. Carers will have to agree on work and children, for a struggle that many people may not be ready for.
In this increasingly unstable world, crises can have education system. This will be true, regardless of whether the crisis is caused by the circulation of a new pathogenic microorganism or by something completely different: hurricanes, floods or forest fires, which are now more common due to climate change.
We are facing a serious reminder that we must be careful about promises of technological solutions. Flexible and flexible educational systems require more than just tools. They require cooperation, care, preparation, experience, resources and lessons from the past.
COVID-19 is pushing universities to switch to online classes – but are they ready? (2020, March 13)
restored March 14, 2020
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