SGGW

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13 września, 2022
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Use interactive tools more often (e.g. Mentimeter)

Mentimeter is virtual and anonymous. Being anonymous might make it easier for some to give their opinion as they don’t have to “raise their hand and speak out”. Some of these voting tools could also be used in courses given in presence.

Use even more entertaining and engagement-raising features

Teachers should use more entertaining and engagement-raising features during teaching/lectures (e.g. Mentimeter, Kahoot and Slido).

Keep students engages and active

Being able to keep students “with you” and active during the lectures, e.g. by using questionnaires, mentimeter, breaks in between for smaller work tasks (e.g. 5 minutes to search/google for the answer) or have a “rotation system” for the people who are presenting.

Make use of breakout sessions

Breakout sessions allow for more personal interaction and students, particularly new and international ones, might feel more confident to turn on their cameras and connect with each other in smaller groups. Breakout sessions also allow to talk about other topics besides the task. New students, particularly international ones or those who are a bit shy, might be more confident to turn on their cameras and discuss in smaller groups.

Provide online courses without compulsory attendance

Students like online courses without compulsory attendance. In one example, students only had to attend the first session. The teacher explained the tasks and provided them with a script, inputs and videos. Students then had to upload everything on a specific date. Meetings were not necessary, although of course, teachers were available for questions in between and replied to e-mails very fast. A few lectures should be kept in this form also after Covid.

Try to use a hybrid model

The possibility of a hybrid/combined model - to give students the choice either to come in live lectures or listening to them via video conferencing (lectures are recorded) – is very important.

Use the idea of the inverted classroom

Preparing video material in advance, helps students understand the teaching unit, as well as to achieve interaction with students (to prepare questions in advance if they did not understand a specific part of the lecture) - the inverted classroom.

Use sometime specially protecyed questionnaires

Setting up questionnaires to respond in a way that you cannot see what others have responded to until the student responds themselves.

Give students opportunities to do homeworks and send you their result

Provide exercises that students can do at home and send the results. Students can even record themselves doing something practical and send a video (making jam, canning food, etc.). Certain prizes were introduced for the best "homemade exercises".

Try to be acquainted with many different tools

Prior experience in using different tools provides a significant „boost“ to modify and adapt teaching subjects to online teaching.