Recently, we reached out to our textbook authors to find out how remote teaching impacted them during the COVID-19 pandemic, and how they are approaching the new academic year. Since many universities are providing students with hybrid courses, below are top challenges and new teaching methods that instructors may continue to experience and work with.

New Ways of Engagement

Many lecturers had to constantly use digital programs, such as Zoom, Blackboard, and Microsoft Teams, to connect with their students. Some instructors have been able to engage with more reserved students using these platforms: ‘Often questions came in the chat, so that they didn’t have to speak. I think that this method was good for some students, who might never have asked a question during an in-person class,’ said Daniel Bliss, a Professor in the School of Electrical, Computer, and Energy Engineering. Ofer Gal, Professor of History and Philosophy of Science, shared that ‘in the last couple of terms of Zoom teaching I had my best classes in many years’. He reasons that in small, synchronous remote classes, the ability to see each other in our home settings creates trust and a relaxed atmosphere.

Virtual programs and activities also helped instructors reach out to audiences around the world. ‘We have also been able to reach out to the world in an unprecedented way. Our webinars, online Moots and mentoring sessions have been followed by hundreds of students, professionals, and peers all over the world. We have spoken to different audiences, met new students, engaged with businesses and civil society,’ said Leïla Choukroune and James Nedumpara, who teach International Law.

New Challenges

Although online technology helped instructors to reach out to their students, virtual learning also created issues with no solutions.  

Some instructors were not able to administer certain activities such as labs and certain exams. Trevor Harley, a Professor of Psychology, stated ‘The biggest change was that it was impossible for a while to carry out lab-based teaching (and research). Hence, the nature of practical work in psychology has changed. It has been difficult to carry out many neuroscience and cognitive psychology experiments as normal. I am worried that this will have a negative effect on the education of all students that rely on lab-based work.’

‘I tried a few variants for giving exams. I was never happy with any of them. Because of the interface, it drives you to certain types of questions that seem less natural. Lots of problems just lend themselves to being worked out on a sheet of paper, but these don’t work well online.’ said Daniel Bliss.

Online education has not been able to provide accurate results or fair opportunities for multiple types of assessments. Many students have expressed major challenges with taking online exams, including difficulties with connecting to the internet, trying to focus in a distracting environment, and feeling isolated. There are many instructors who also don’t feel confident in administering exams online since students can easily look for answers online. According to this May 2020 survey, which asked instructors about their experiences in remote teaching, 93% of the respondents ‘feel students are more likely to cheat online than in-person.’

New Standards

In the stressful context of a global pandemic, instructors had to be flexible both in their teaching methods and expectations for student achievement.

‘For the first time, I moved to an online instruction environment, choosing an asynchronous delivery style. Students appreciated the effort to switch to this safe delivery method during the pandemic, and the asynchronous method provided them flexibility during a difficult time,’ said Kenneth Reinert, a Professor of Public Policy. An asynchronous method of learning is a way for students to learn on their own time; instructors can post recorded lectures, videos, or online assignments for students to independently learn with.

Instructors are encouraged to understand the obstacles that students may face if they continue to take any online courses and create creative ways to engage with students. ‘Many students have been feeling uninvolved. Any activity that increases their sense of belonging is important. It is also imperative to provide some activities in real time, including tutorials, including both some alone and some in a group,’ said Trevor Harley.

With thanks to:

Trevor Harley, Professor of Psychology, University of Dundee and author of The Science of Consciousness

Ofer Gal, Professor of History and Philosophy of Science, University of Sydney and author of The Origins of Modern Science

Leïla Choukroune, Professor of International Law and Director, University of Portsmouth and James J. Nedumpara, Professor and Head of the Centre for Trade and Investment Law, both are authors of International Economic Law

Daniel W. Bliss, a Professor in the School of Electrical, Computer, and Energy Engineering at Arizona State University and author of Modern Communications

Kenneth Reinert is Professor of Public Policy, George Mason University, Virginia and author of An Introduction to International Economics