Turn on the Waves in Online Learning
The rush of colleges and universities to complete the current academic year online in response to the COVID-19 crisis and perhaps quickly prepare for the same form of delivery next fall, faculty, students, and families. The inevitable rush of implementation offers a much disorganized and potentially unsatisfactory educational experience – threatening to disdain distance learning as a viable educational platform. The challenge is to determine how high-quality learning can be delivered remotely – especially if the effort is required, but on the way to facing the challenges of students and their families. What kind of digital learning platform will emerge from this crisis that can alleviate faculty doubts about the challenge of motivating students and environments with online learning?
A year ago Tom Haskins said, “A virtual college should abandon many aspects of the classroom delivery system. Formulating any strategy requires an in-depth study of the assumptions and setting new rules to be implemented. “We do not agree. Distance learning should not be a reliable and desirable learning option as long as its supporters reject traditional classes and what makes learning possible and enjoyable in this environment. But when distance education supporters finally embrace all the teaching nodes in the room’s traditional degree, it can be applied to the general public. They will begin to offer an educational model.
The most important connection point I determine impacts. And the most fundamental component of the effect is the verification of the student’s identity by the instructor, with other students and the material to be used. I also argue that identity validation in learning consists of various factors such as student name recognition, appearance, thoughts/ideas, abilities, sense of purpose, individual choices and values, as well as the culture that each individual brings to learning.
I am Also, and perhaps most importantly, because human beings are “intimacy” beings, students eventually want to learn among others – “see them, hear them, and exchange ideas.” Assuming that the content is important and meets expectations, people are willing to learn and be motivated for a long time regardless of the delivery system if there are a large number of these factors.
Perhaps at this point in my career, I tend to comment on distance education in higher education. A single understanding of two scenarios that are often considered contradictory is allowed, but I believe that I can compromise because I am more appreciative of what unites them beyond the different tax statuses.
(In a 1999 article by Bryan Polivka), “The challenge of taking distance learning as an appropriate addition or even a replacement for a traditional classroom is not to underestimate or eliminate the virtue of former influences and identity embedded in the presentation model. Traditional classes, but rather to create an integrated and integrated learning platform with creative technology approaching the maximum skill to produce this identity fully provided in the traditional classroom. “
At the time, he said, “No one can do this today with technology.” Twenty-one years later, this claim is no longer valid. Modernizations in internet technology, including artificial intelligence, should motivate providers to offer transnational learning platforms that are close to the maximum number of validation factors found in traditional classroom education.
Walden University was founded 50 years ago to provide distance education to working adults; Walden University has introduced proactive digital intervention tools that aim to deliver through big data and artificial intelligence in an effort to define the next generation of online education. The accuracy that students must support as learning takes place. Real-time “digital coaches” analyze classroom interaction patterns and connect students one by one with mentors in case their patterns deviate from historical norms. Student priorities, needs and patterns are accepted and action is taken immediately.
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This means, for example, a fully or partially coordinated experience that allows any student to speak and be seen and heard by instructors and other students at any time, and that the personalities of real-time students and instructors can be revealed and interacted. . This also means that students can access virtual hand raises that can be seen by instructors and other students immediately and instructors can respond; the teacher has an icon to speak face to face with any student while all other students are watching and listening; students ’ability to access whiteboards, slides and their own materials according to their wishes, not the way others choose; and there are options that can be reported back to the instructor for small group discussions in class.
It is too early to turn to online education to conclude whether these conditions are met by all or most of the online efforts undertaken by colleges and universities across the country. Their level will eventually be the level of the tide rotation not wait and apply now an internet connection in your houses and offices, if you are living in Malaysia then apply “Time internet” Malaysia to get the fastest internet speed at a very affordable price.