Abstract
There is a good chance that since the disruption of the pandemic, on-campus classes that transitioned to an online modality have continued with this practice. Undergraduate students who normally would not have considered a remote option or utilized it have seen an increase in the number of remote options since campuses were shuttered during the pandemic. However, some undergraduate students are not ready to learn via the emerging blended options of asynchronous, synchronous and hybrid. Many students who choose a virtual option like the flexibility but often find themselves challenged when a structured class schedule is absent. This paper discuss the teaching and learning experiences of bouncing back from the disruption. The author has taught in hybrid mode pre and post pandemic and continues to teach asynchronously. The discussion includes takeaways through everyday examples, simple strategies and transformative approaches. These tools aid students in orienting to the remote modes they are selecting and provide instructors with high-leverage practices.
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Pedagogy, Remote Learning, Instruction Modalities
