Online Teaching

Pandemic and Pedagogy

It is important for a journalist to be equipped with a moral compass to have a strong discerning sense of what is right and wrong that goes beyond political propriety. Take the case of using a hidden camera. Normally it is unethical to use one, but a sting operation may be warranted in the larger public interest when it becomes legitimate, even if not necessarily legal in the strict sense.

Pandemic Learning: How do we make it (all) count?

Personally, I wouldn’t say the year of teaching online has been a total loss, but I can see it has been pretty much a write off for many students who have found it impossible to engage online, partly because of technological or situational constraints, but also because they have never learned how to learn independently.

The online teaching experience at higher levels: teachers struggling to make sense of it

It is evident that the continuation of online teaching that was initially viewed as short-term measure beyond a year or perhaps more for some, is leading to higher levels of fatigue despite greater familiarity and ease of using the mode. While most teachers feel that they are now better than before in dealing with pauses, viewing only their own faces, dealing with students’ indifference and ever-changing technological tools, they also feel even more ‘irritated’, ‘demotivated’ and are ‘losing stream’.

Teaching through tragedy: How teachers can cope with the virtual classroom

In a traditional classroom, the teacher acts as both an instructor and as a guide, but this changes in online teaching. A teacher is now no longer just an instructor but is also a content developer and designer of online curricula. She or he will also need skills in content-communication online. Teachers should also ensure appropriate video and voice qualities and if needed, some enrichment of the content before sharing them with students – all of which make online teachers “super”teachers!