Day Three: Friday, 23 July 2021
Papers 7: Supporting Remote Students
Developing Digital Teaching Competencies and Emotional Intelligence: Remote Training for Student Educators
Miriam Bär, Ann-Kathrin Feix, Dorothea Neudert, and Aperiya Nazina (University of Applied Sciences Darmstadt, Germany)
This paper presents the design of a course aimed at developing digital teaching competencies and emotional intelligence among student educators at a German university of applied sciences. Due to the COVID-19 pandemic, we were challenged to offer remote support to our team of student educators as they needed to transition to online teaching overnight. At the same time, the lockdown situation and life changes created significant emotional difficulty in dealing with the changes and uncertainty. We addressed these needs for new cognitive and emotional capabilities by offering a course based on (1) digital teaching competencies and (2) emotional intelligence.
Online Learning during the COVID-19 Pandemic: Student Challenges, Benefits, and Recommendations
Fadia Nasser-Abu Alhija (Tel Aviv University, Israel)
This study aimed to learn about students’ challenges due to online learning during the COVID-19 pandemic, the perceived benefits, and their recommendations for future learning. Data were collected from 150 students in different educational programs, different degrees, and different years of study. Students answered three open-ended questions regarding the challenges and benefits associated with online learning and their future learning recommendations. Findings indicate that students experienced social, technical, pedagogical, and personal challenges. Benefits most often cited related to convenience and savings of time and transport expenses, flexibility, and efficiency. Most students surveyed recommended applying a hybrid (face-to-face and online) teaching method.
Papers 7 Discussion
01:21:03 Diane Scharf: The Manchester phrasebank is excellent for anyone developing their academic witing
01:24:28 Ann-Kathrin Feix: https://www.menti.com/xx2rr1ar6i
01:32:59 Bastian Mrosko: Thank you for the link to the Manchester phrasebank. Didn’t know about that. Really cool!
01:37:36 Anne Tierney: 2 minutes
01:39:28 Jen Walklate (Aberdeen, she/her): Thank you!
01:47:13 Sigal Tifferet: We are not seeing the results
01:47:39 Michael Habersam: sorry but I cannot see the next slide.
01:51:20 Ooi Wei: Great sharing
01:58:54 Anne Tierney: 1 minute
02:03:56 Avraham Roos: thank you
02:07:22 Alexandra Lehmann: Fadia: soooo right! soooo impossible!
02:07:42 Charlie Rathgeb-Weber: the best of both Worlds is not necessarily the best for both the trainers and students
02:08:08 Birgit Pitscheider: Maybe it is about realisitic expactation management for teachers AND students
02:10:13 Elizabeth Black: And so much of what would be a ‘normal’ campus student experience could still be restricted – certainly in parts of the UK.
02:11:11 Birgit Pitscheider: @Alexandra: But for many students f2f socializing, meeting one another is extremely important and they want to come (back) to university
02:11:54 Alexandra Lehmann: @ Birgit: yes, they miss the Socializing. but they don’t miss the studying part.
02:12:53 Ann-Kathrin Feix: I also know students who really miss the studying part
02:13:32 Alexandra Lehmann: I was survailling a F2F written exam at uni last week. One Student asked me where the toilets are. He didnt know because he’d never been to uni…
02:13:57 Avraham Roos: lets hope that’s true
02:16:29 Nana Abena Kwansa: Manage both student and staff experience and wellbeing. Not too much focus on student experience only.
02:16:39 Janina Tosic: Maybe with two teachers it might work: One focussing on the room and the other focussing on the online experience
02:16:41 Avraham Roos: and commercializing your uploaded work is not exploitation of teachers? 🙂
02:16:57 Elizabeth Black: We have been specifically asked NOT to plan for hybrid teaching. But my concern is how we might manage if we return to FTF and still have students being required to isolate.
02:16:58 Alexandra Lehmann: our Government was thinking of not acounting for online lectures in the same way as F2F lectures. They think it’s less work online…
02:17:00 Charlie Rathgeb-Weber: Or asking a Student to assist you
02:17:33 alex mudd: ahhh I hate it when people say that online is less work
02:17:55 Avraham Roos: agree
02:19:29 Nana Abena Kwansa: Very good point for our mental wellbeing
02:19:34 Janet Kyle: Hybrid teaching didn’t deliver quality and would lead to burn out of staff, a hour session became 30mins of teaching.
02:21:23 Alexandra Lehmann: @ Nicola: Yes, one of my Student said to me, when I asked if the Seminar plan goes ok for them: “Oh, mrs. Lehmann, when going to your class, we are prepared to have a lot of work to do.”
02:22:04 Nicola Cousins: Yes, Alexandra, some people want to “coast” and are not shy about admitting to that!
02:22:49 Elizabeth Black: Very sorry – I have to go to a meeting. So hard to leave!
02:22:51 Nana Abena Kwansa: I think it is about asking for feedback but more importantly managing expectation of students. There are several factors that have to be taken into consideration for implementation.
02:24:24 Alexandra Lehmann: “The Hybrid Experience” – sounds like s.th. out of a leisure park! 😉
02:24:41 alex mudd: 🙂
02:25:23 Nana Abena Kwansa: I think the solution requires flexibility. The type of the courses and what works for some programmes has to be considered. For instance hybrid may work more for some courses and be a disaster for others.
02:26:39 Nicola Cousins: Totally agree @jen
02:27:14 Charlie Rathgeb-Weber: Bingo!
02:29:44 Nana Abena Kwansa: True
02:30:02 Birgit Pitscheider: @Jen: Totally agree
02:30:59 Birgit Pitscheider: @Fadia: well said
02:32:16 Nicola Cousins: We also have to consider the traditional physical space in university buildings. As Jen said we sometimes don’t have the cameras/technology but also we are sometimes assigned banked lecture theatres which are not always conducive to interactive teaching, getting into groups etc. We need more flexible teaching spaces to facilitate interactive teaching/group work etc.