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Piperion Giles

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Aug 3, 2024, 10:32:01 AM8/3/24

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With the reports of more and more institutions closing campuses because of the corona-virus, and even those not closing advising their instructors to move their classes online, I am wondering what advice or help these instructors are getting from their administrations. So what would I advise?

Even if there is no current requirement to move online, it is still a good idea to be prepared well in advance, so start talking NOW to the people responsible for online learning. (This is not quite straightforward, I realise. For some, your help will be someone in the local department or faculty responsible for online learning; for others it may mean contacting the Centre for Online and Distance Education, which may in Continuing Studies, or the Centre for Teaching and Learning, or the Centre for Learning Technologies.)

This advice will depend to some extent to how late the decision has been made to go online. If you are asked to move immediately online without any warning or preparation, doing lectures online may be all you can do. Nevertheless, still ask whoever is responsible for online learning what technology to use for delivering your lectures.

You may already have lecture capture installed which will enable you to record and stream (much more convenient for students than streaming the lecture live). You will then have the weird experience of lecturing to an empty lecture hall. You will then understand why LeBron James refuses to play to an empty basketball arena. You though may not have that option.

However, even for this most simple form of online lecturing, you need advance organization and preparation. First you need, if you have not already done this, to set up a space for your course within the institutional learning management system (LMS), such as Blackboard, Canvas or D2L. There are several reasons for this:

The LMS is where the students should go first; envision your lectures not as the main or even only source of content in the course, but just one of several learning resources within a more complete online learning environment. This is where the online professionals can be of particular value in helping you design and create that overall online learning environment. The LMS is the online equivalent of your physical campus.

Another reason for keeping the formal lecture component short is to give students time to do other learning activities that build on the basic lecture. The danger though is that you can then easily overload students with extra work.

It is useful to make an estimate of how much time per week an average student should spend studying on your course (taking into consideration that they could be taking up to another four courses at the same time). I usually assume a maximum of between 8-10 hours study time a week per three-credit course, including assignments. If more than three hours of that per week is taken up just watching video lectures, it leaves little time for other activities, such as further reading, online discussions, and assignments.

Ask yourself the question: what is the best way students should use that 8-10 hours a week, if they are studying online? How much of that must be through a lecture? How much could they do for themselves? How can I make sure they are connecting with other students online, so they do not feel socially isolated, and how best can they use that connection to further their learning?

When we do a lecture, we are doing most of the work. We decide what is important to learn, where to go to find the necessary information, how to select and organise the content, how to build an argument or a model of thinking about the topic, and we do the actual presentation. But would it not be better to teach students themselves how to do this?

Once students are online, they can find, analyse, evaluate and present content if they are properly guided. Why not train your students to give the lectures for the course? Or better, create an e-portfolio that shows how they went about the task which can form the basis for their assessment. Just a thought.

In Iran effect of virus on online courses was very big. some site report more than 5x growth on number of courses and too many new students. I hope also after end of corona-virus online course can keep their new customers.

Thanks for this response Tony, getting devices for students cannot be the best option in highly populated public schools like mine. Television broadcast still seems the best option as it is the most easily accessible to majority of learners in this COVID-19 forced closure of schools. Each session can be made to have a phone-in break so that learners can ask questions.

As a teacher who has been delivering online lessons for that last 10 years , I still feel that I have a lot to learn. Technology moves quickly and our teaching pedagogy must move with it. Getting constant feedback from our learners is really important. Flipping the learning and requiring before class tasks and readings/ vidoes to be done certainly allows for the limited time that we spend together to be a lot more productive. Making the learning interactive ( I teach younger students) helps a lot with brain breaks for students in the middle of lessons. Follow up work can be targeted and personalised. In the 10 years that I have been working here we have moved from a mainly print based model to using video conferencing for teaching and google classroom for tasks . I think the expectations are very high expecting face to face teachers to pick up online teaching due to COVID-19 for a term or two and to expect it to be a quality learning program .

A very good article. I think it takes patience, persistence, and communication with others (like students, professors) if you want to have success in online education. This job also depends on your lesson preparation and what techniques you used when you were teaching in the classroom.

Disclaimer: The views and opinions expressed by Tony Bates, and all other participants in this blog, are the individual's views and opinions and do not necessarily reflect the views and opinions of Contact North Contact Nord.

To understand COVID-19 properly we need large community studies of households that can follow up people over time to see if they get ill and see what influences this. We are very interested in understanding how many people have been infected with COVID-19, what their symptoms are (including long covid) and how effective COVID-19 vaccines are in preventing future infection and disease. This is particularly important as new variants of COVID-19 emerge.

We want to find out how our immune response to COVID-19 vaccines diminishes over time and if this differs in people that have no medical conditions compared to those that are immunosuppressed. To do this we have recruited healthy volunteers as well as people that are immunosuppressed due to chronic illness or medication they receive.

Virus Watch has been collecting information in regular online surveys from 58,600 people in 27,500 households across England and Wales since June 2020. Our weekly surveys of symptoms and their severity, tell us if anyone in the household has been ill, received a positive LFT or PCR and the types of activities that they undertook before they became ill. So far, we have received over 1.6 million weekly surveys.

Our more detailed occasional surveys have focused on different themes such as long covid, household finance, employment, mental health, access to healthcare, vaccination uptake, and activities and contacts. We have received over 350,000 individual responses.

Adult study participants were also invited to take part in monthly finger prick testing to assess immune responses over time between February and August 2021. This work continued with bi-monthly testing from September 2021 -March 2022 and in total we collected 107,708 finger prick samples from almost 20,000 participants.

This provided quantitative results for the anti-body response following the second vaccine dose as well as subsequent booster doses and allowed us to compare Astra Zeneca and Pfizer vaccines. Importantly we were able to study the antibody response in healthy vs immunocompromised participants and assess how our immune response to the virus and to the vaccine protects us from future infection.

Data have been linked to Hospital Episode Statistics (HES), inpatient and critical care episodes, outpatient visits, emergency care contacts, mortality, virology testing and vaccination data held by NHS Digital. This information has been vital in helping us to complete the picture in terms of how sick our study participants became and the type of healthcare they accessed, what their PCR test results were during the national testing program, the date and type of vaccines they received and whether any have died. Using these data we have been able to investigate changes in mobility after participants received their first COVID-19 vaccine and examine how movement across the country changed in response to restriction policies during the COVID-19 pandemic.

We are currently inviting existing study participants to take part in a genomics study of COVID-19 variants from January to June 2023. This exciting new study will undertake genetic sequencing of the COVID-19 virus collected in throat and nasal swabs. This allows us to see the entire genetic code of the virus which will be important for understanding whether some strains of the virus make people more ill. For people that live in a multi-person household, when more than one person in a household becomes ill with COVID-19, this genetic testing of the virus will help us to understand whether one person infected the other or whether the infections were transmitted from outside of the household.