Abstracts
Abstract
The quick transition to remote learning during the COVID 19 pandemic helped prevent learning from being disrupted at higher educational institutions across the U.S. However, for many instructors and students, this rushed transition to forced online learning without preparation also caused confusion. This paper presents a best practice case study where a college instructor moved her traditional face-to-face, hands-on course to online blended learning (synchronous and asynchronous). Various forms of digital technology were creatively used to teach, model, and engage preservice student teachers in best instructional practices. Lessons learned and a variety of learning activities are shared, and opportunities and challenges are discussed.
Keywords:
- Pandemic,
- remote learning,
- forced online learning,
- emergency online learning,
- blended learning
Résumé
La transition rapide vers l’apprentissage à distance pendant la période de la COVID-19 a aidé les institutions d’enseignement supérieur des États-Unis à éviter d’interrompre les activités d’apprentissage. Toutefois, pour plusieurs enseignants et étudiants, cette transition rapide et sans préparation vers l’apprentissage en ligne a aussi créé une certaine confusion. Cet article présente une étude de cas de pratiques exemplaires dans laquelle un enseignant universitaire a transformé un enseignement traditionnel pratique et en face-à-face en un mode d’apprentissage hybride (synchrone et asynchrone). Divers outils technologiques ont été exploités afin d’enseigner, modéliser et impliquer des étudiants stagiaires dans les meilleures pratiques pédagogiques. Des leçons tirées de ces expériences et plusieurs activités d’apprentissage sont présentées. Les perspectives et les défis apparus sont aussi discutés.
Mots-clés :
- Pandémie,
- enseignement à distance,
- enseignement hybride,
- enseignement en ligne contraint,
- enseignement en ligne en urgence,
- enseignement hybride
Appendices
References
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