Uma pequena grande questão em EaD: Comunicação síncrona e assíncrona: que vantagens?
Online learning and teaching is the need of the time. It is crucial for the facilitators to keep in mind the factors which could motivate or demotivate the learner. Thus accordingly plan the course to make it successful and engage learners in a productive way. Through this literature it is emphasized that students active engagement , teachers role in the online learning environment, feedback and evaluation process, technological competencies are some of the important points which should be considered by educations to plan and implement an effective online learning experience for the learners.
To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate.
First, all online education is remote learning, but not all remote learning is online education. Online education is a distinctive educational architecture intentionally designed for virtual teaching, learning and assessment, with technology tools strategically deployed for engagement and outcomes, as well as wraparound services that provide support throughout the online student life cycle.
Second, it’s simply not realistic to transition a face-to-face class to a fully optimized online learning environment in the space of a few weeks. It’s also not fair or accurate to point to the improvised and unavoidably glitchy process currently underway as proof of online education’s inferiority, as some skeptics will surely be inclined to do. The primary objective is to provide students meaningful engagement with faculty members and peers in the move to remote teaching.
Existirá, nas próximas 8 semanas, tempo para reflexão? Quais as soluções que realmente funcionam na transição digital? Quais as razões para desejar manter uma aparência de normalidade? Quando a expressão "ensino remoto de emergência" irá definir esta situação de quasi-ensino ensino à distância?
Rethinking Education In The Digital Age, Nera Kuljanic (2020)Educators and trainers in Europe today frequently use digital tools, but it remains unclear whether they are sufficiently able to employ them in pedagogically meaningful ways. Furthermore, the vast majority of teachers do not, or only sporadically, participate in professional development focused on digital education. Teachers may, moreover, not be sufficiently prepared and/or not be offered the structural contexts for focusing their teaching more strongly on the soft and citizen skills that are urgently necessary in the digital age. At the same time, new teaching technologies could offer opportunities for personalising learning contexts, thereby improving student motivation and retention. When introducing corresponding teaching technologies, issues such as discrimination by algorithms and data protection will need to be discussed and solutions for them implemented.
Os alunos aprendem mesmo no ensino à distância? Os professores estão preparados? O que acontece aos alunos mais desfavorecidos? O abandono escolar aumenta? Ensaio de Alexandre Homem Cristo no Observador.
Um ensaio que começa com uma introdução em jeito de conclusão:A pergunta-chave é esta: até que ponto o ensino à distância funciona e os alunos aprendem mesmo? Se quer uma resposta rápida, aqui vai: o ensino à distância é um fraco substituto do ensino presencial. Mas, claro, a sua eficácia varia em função de vários factores, desde a preparação do professor para o ensino à distância ao perfil específico do aluno.