when adapting your course to a new format, it can help to review instructional strategies. in a traditional course classroom activities are synchronous (everyone is present at the same time). with technology, teaching strategies that are usually synchronous can become asynchronous and vice-versa. for example, you can break lectures into short videos and have students view them online. sharing knowledge with students through written and media content is often the backbone of academic teaching. the challenge is to help them care about and question that material in productive ways. they’ll also learn more when you connect new ideas with their prior experience and knowledge.
some examples of what to record: note: explore the wide range of available media and open educational resources. don’t reinvent the wheel, but address any differences between your perspective or knowledge and those presented in the external media. they often feel more comfortable asking questions and can gain deeper knowledge by explaining concepts. peer-to-peer learning is very flexible — it can take place both synchronously and asynchronously. used across disciplines, this approach helps students learn to do scholarship rather than absorb it. communicating findings is a key part of this process. applying the science of learning to the university and beyond: teaching for long-term retention and transfer. full-service remote support is available to all psu instructors through the office of academic innovation.
use online activities to “book-end” the in-person activities so that students who do have to miss class have a ready-made way of being involved in the discussion. the upfront time to plan in this way will save you time and grief later in the semester. there are ways to use the structure and immediacy of class time even under these conditons.
these dimensions, in turn, have implications for whether the same instructional activities are carried out in each in-person class session or whether each class session moves to new activities and content. in this model, on their “online day,” students complete asynchronous online learning activities, and attend class in-person on the classroom day. unlike model 1, however, you use the scheduled class time on the alternate day to structure your students’ out of classroom time. in this model all students are on the same schedule in terms of core learning activities, but one cohort participates in the activities in person and the other online (either synchronously, such as zooming in for a lecture or discussion).
flexible learning approaches are often designed using a full range of teaching and learning theories, philosophies and methods to provide students with flexible learning spaces are attainable for existing school facilities as well as modernization and new construction projects. today’s students require depending on how the course’s activities are structured, students may have greater choice about when they will complete learning activities., flexible learning pdf, flexible learning pdf, flexible learning environment, flexible learning essay, flexible learning research.
flexible learning environments are often used as part of a strategy to support the implementation of other student- centered and personalized learning. flexible learning refers to the ability to customize one’s pace, place and mode of learning. with pace, for example, students may take accelerated programs or, importance of flexible learning, effects of flexible learning to students, flexible learning modalities for education in the new normal, characteristics of flexible learning. here’s a list of some flexible learning modes that were tested to be very effective for the new normal:modular distance learning. online distance learning. tv/radio based learning. blended learning. homeschooling.
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