“5 Ways to Keep Human Connections When Moving Learning Online Due to Coronavirus”


Erica E. By smith, from

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Universities Across canada And world is Working for Rapidly move their face-to-face sections to distant distribution.

While digital technologies enable people to work and learn from home during the COVID-19 epidemic, this huge task of meeting the learning objectives, especially during online learning, ultimately leads to people – teachers and students – who Behind the screen, but falls.

My research on Educational Technology and Social Media in Higher Education It shows that human connections and meaningful interactions are an essential part of the learning process, especially online.

As teachers and instructors move into a digital environment, we remember our human abilities and prioritize the elements of interaction that make learning meaningful.

What should people really care about Starting from a place of sympathy and compassion Leading teachers of the workplace transition to online collaboration and work – or will help others – keep in mind what our society gets from this crisis.

Here are five ways teachers, or other course or project leaders, can take human connections and meaningful interactions into account during the online move. As a teacher and researcher who works with faculty and students to effectively integrate technology for learning, I have also used these guidelines in my day-to-day decisions as our university is more concerned about remote delivery. Proceeds to

1. be simple and flexible.
Right now, many of us are facing additional care demands or stressful financial situations. its It is not realistic to think that instructors can turn their face-to-face course into a completely robust online format In just a few days, or students are expected to have unlimited time to learn. They will only need to simplify the move to online by what is required only. Where possible, it will be important to build in a flexible time frame.

Instructors can enable people to participate and complete multiple times through forums, email, or other lesson formats. Asking people to do things at scheduled times, such as Videoconferencing is more inflexible And may place additional burden on those whose energy may be required elsewhere. While listening and seeing each other on Zoom or Skype can be useful for discussion and social connections, these real-time formats are used sparingly or alternatively.

2. Do not assume that people have reliable technology access or specifically understand digital platforms.
Not everyone has compatible, reliable access to the Internet and computers. Some canadians still There is a lack of internet at home due to cost or unavailability of services And will not be able to access bandwidth-intensive activities such as streaming-video. Ask students what technology they have and provide low-tech and low-bandwidth options to complete the class. With the most basic tools whenever possible.

In my own research, I have learned that we should not expect young students to be tech-savvydigital natives“Or that they will Automatically know how to use particular technologies. For this reason, regardless of people’s age, in building time and resources Help them learn And adapt them to effectively establish and use technologies that are an important part of online learning.

3. Look for ways to build an online community.
This may seem like more effort for those who are already busy with the task of running online, but creating space for students to connect and collaborate creates valuable peer learning opportunities. This can be as simple as dedicating an online discussion forum when questions arise or where students can choose to exchange email addresses, social media handles, or other contact information.

While social media can help make connections, it does not mean that teachers should be on social media platforms with their students. Students often Use social media to share and share information with each other, but they may feel uncomfortable being their professors at this location. Just knowing that there are options available for students to connect and help each other, allowing teachers to set boundaries.

4. Do not be afraid of crowd views.
In a networked online environment, The crowd can teach. Use social platforms to connect and learn from colleagues and professional communities. For university teachers, for example, A. Number of lists, Groups And hashtags (#KeepTeaching, #AcademyTwitter, #PandemicPedagogy) on social media, which trainers are using to help people and resources that help with online delivery.

Instructors may also take care of adoption or adoption Open educational resources And look for ways to share expertise through open spaces creative Commons.

5. Keep the big picture in mind.
Whether online or personal, Good learning responds to the needs of specific people that are happening right now.

Instructors who lead online learning should accept that this is a difficult time. In lighthearted ways, positive stories can help reduce stress for a moment. To find information about times where people can get help with their overall health and well-being, including mental health support and financial support, which will also be helpful.

Everyone is bound to increase overall screen time, so it is important that the technology is balanced with additional breaks.

Let us remember that when we are online, we are still together.





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