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I think it's obvious that the digital teaching methods we employed were not effective, but there was no information available at all about what worked. Also: we

I think it's obvious that the digital teaching methods we employed were not effective, but there was no information available at all about what worked. Also: we tried many different things. Certainly I did! Moreover (as I replied to a different comment above) even after a year of being online the students were unable to identify things that made any of their online classes work. At that point they had resigned to their classes sucking. (Not just my class - I asked my students to tell me what worked in any of their online classes. Collectively that's asking about the teaching methods of a few hundred professors.) If you have information about some methods which work, I would have loved to have them. I would still love to have them! (If you can provide some evidence about whether and how they are known to work that would be better still.)

freemint 4y ago
I don claim to have a good answer but i would ask myself a chain of questions: Were learning materials which cover the required material made available to students? Were those materials made available on an approachable platform? Were those materials made available on a platform which encouraged habit formation for students to work on the material? Are students able to track their progress? Are students able to confirm their progress and check with where they are supposed to be if the exam dates are fixed? Is the progress of student embedded into a (meta) narrative which ties together the lecture and provides topical humor (like a lecturer would when cleaning the blackboards)? Are means in place to ensure passive diffusion of important information if students are stuck? Are means in place to encourage or enforce formation of student learning groups and cooperation between students? The traditional lecture hall model has a lot of mechanism which need to be replicated in the digital sphere.

freemint 4y ago

I don claim to have a good answer but i would ask myself a chain of questions: Were learning materials which cover the required material made available to students? Were those materials made available on an approachable platform? Were those materials made available on a platform which encouraged habit formation for students to work on the material? Are students able to track their progress? Are students able to confirm their progress and check with where they are supposed to be if the exam dates are fixed? Is the progress of student embedded into a (meta) narrative which ties together the lecture and provides topical humor (like a lecturer would when cleaning the blackboards)? Are means in place to ensure passive diffusion of important information if students are stuck? Are means in place to encourage or enforce formation of student learning groups and cooperation between students? The traditional lecture hall model has a lot of mechanism which need to be replicated in the digital sphere.