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
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
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
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
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
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
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
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
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
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
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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