Kathleen S. Ives, Inside Higher Ed
As Kevin Carey eloquently put it in The New York Times a few weeks ago, effective online coursework requires much more than “giving every professor a Zoom account and letting instruction take its course.” Teaching online requires an intentional, thoughtful approach to instructional design, especially at a time when students are being asked to transition at an unprecedented pace in the wake of the COVID-19 outbreak. Amid the turmoil, it’s troubling — if not surprising — that challenges with the move to online learning will have the greatest impact on the students who are most at risk: research suggests that struggling students often have the most trouble succeeding in online programs.
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