Enhancing and Expanding (Asynchronous Session)
Exploring Factors that Shape Faculty Decisions : Adopting Learning Management Systems in Face-to-face Classes View Digital Media
Paper Presentation in a Themed Session Helen Heinrich, Nathan Durdella
In the last twenty years, exponential growth in technology has reshaped the human experience, transforming how we work, live, and learn. While the impact of COVID-19 on education jolted technology to the forefront of the educational process, the preceding technology advances in higher education have deeply changed how students and faculty interact in classroom contexts. The emergence of Learning Management Systems (LMS) in instructional settings still requires faculty to decide to (and how to) use a LMS platform. This grounded-theory case study explored factors that influence faculty decision-making to use LMS in face-to-face teaching in large public universities. Using data collected from structured journal entries and semi-structured interviews with faculty, themed patterns revealed that students’ expectations, institutional decisions related to technology, increase in instructional efficiency, and enhancement of pedagogical practices as factors to adopt and use LMS.
Physics for Life: Living in a Real World Obeying Physics Laws View Digital Media
Paper Presentation in a Themed Session Henry M Ortega Z, Elias Bedoya
This project reviews the of teaching the physics of the laboratory for life, that is, how the laws of physics can be used by the student as a person and realize that he can solve problems of a social level that influence the aptitudes and attitudes of those around in work and family environments. To obtain this project we relied on BEING KNOWING AND DOING, in being the physical law to be studied was applied to the life of the student who placed examples of behavior in society in the knowledge. Simulators were used to clearly explain the concepts. For Doing, the student presented their classroom project as a representative test of what they had learned.
How to Retain Your E-learning Students' Attention View Digital Media
Paper Presentation in a Themed Session Andrea Spada Jiménez
Nowadays, students have numerous tools on the Internet in their hands to search information and to learn in an autonomous way. This doesn't mean that they acquire quality information comparable to the teachings of a professor in a classroom, however for students of the digital age it is easier to search information in one click than to communicate with a professor. This has increased in the last year with online classes. The COVID Pandemic has forced society to use technology to teach and learn. The main advantage of this has been is that most of the professors have improved on the use of new technologies. Nevertheless, one of the disadvantages of this situation, apart of the time invested to prepare an adequate class, arise from the absence of a personal student-professor interaction. As a result of the above, e- learning students lose the interest in learning and they do not pay attention in class and it is frustrating for professors too. However, in the interest to avoid this situation, and based on my own experience, I would like to share certain methodological techniques which could be bared in mind in order to keep the interest of e-learning students. All of these techniques could be classified in four groups: First, converting the ambience of on-site class in an online class. Second, combining theoretical and practical methods in the same class. Third, involving students with teaching tasks. Fourth and last, learning and assisting the student in finding the information properly.
Teaching Research Methods in the Wake of Emergency Online Migration
Paper Presentation in a Themed Session Nastaran Peimani, Hesam Kamalipour
The Covid-19 pandemic has led to suspension of face-to-face teaching in higher education leaving many universities with little time to adapt in the state of uncertainty. In the UK, many universities closed their campuses and took the steps necessary to rapidly move to remote and blended online methods of learning, teaching and assessment during this period of disruption. In this paper, we critically reflect on our experience of teaching research methods online in MA Urban Design programme during the Covid-19 lockdown in the UK. We adopt an exploratory case study research design with a qualitative approach with an aim to inform resilient practices of teaching in response to public health emergencies. We carry out a comparative analysis of the pre- and post-adaptation of the subject design pertaining to digital transition to online platforms and discuss primary challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. The paper concludes by outlining some key considerations to inform the development of more resilient and adaptive teaching frameworks in the face of uncertain, changing, and challenging situations such as the Covid-19 pandemic.
