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TEACHING ONLINE (下)ONS IN WHAT WE ARE REALLY CHANGING BY

hanges in faulty rles

e uld be flish nt t aknledge that there is pedaggy ebedded in nline tehnlgies that e use t teah.

fr exaple, ne f the st signifiant hanges that ur in nline teahing is the hange in the rle played by faulty. the faulty nline is uh less f the knledge prvider, authrity and sure f isd. the feedbak e reeive fr jiu faulty nsistently indiates that nline faulty find theselves in ne rles f students' fell disverers, knledge failitatrs and guides.

this shift in faulty rles is happening beause traditinal lassr is deaterialized in nline envirnents. synhrniity f eduatin is n lnger neessary and sial nepts and institutinal rituals nneted ith it are being hanged. ith this hange teahers re prfessinal identity is being re-defined. 2

again, e need t aknledge this hange and use it t ur advantage. it eans that e shuld nt insist n repliating synhrnus fae t fae teahing nline, e shuld translate it.

ne f the strngest lessns fr jiu experiene is that synhrnus ethds f teahing are nt the st apprpriate fr nline teahing. as uh as e ant t pretend that synhrnus hat sessins reseble lass eetings - they really d nt. a eek lng fae t fae eeting sheduled ne a seester ill nt ake uh f a differene in the suess f nline prgra. in fat translatin f suh a eeting int an asynhrnus de ay fit students' needs uh better.

at jiu e tk the lessn that asynhrnus eduatin is the rret de fr nline ntent delivery even farther by dividing traditinal rles f faulty int t pleentary but asynhrnus funtins. ntent experts h are faulty respnsible fr designing urses are hsen fr their researh aplishents, publiatins and exellene in thinking. they are harged ith the design f the urses that are then ipleented by teahing faulty. teahing faulty rk diretly ith students. e lai that e use best faulty fr bth researh and teahing rlds – an ptin that uld nt be pssible ithut asynhrnus del f urse delivery.

there are ther teahing related nepts that are hanged by the nline ntent delivery. in an nline lassr huan presene is ediated by text. lass partiipatin shifts fr speaking t riting. this brings up a ajr hange t nversatinal, sial aspet f learning. a lng-standing traditin f shl being a plae and tie allated fr talking ay n lnger be valid in the near future.

nline, asynhrnus delivery f knledge tends t inrease dularizatin f the teahing units. asynhrnus delivery alls fr a pre-design f lassr ntent. press f pre-designing fsters a-priri definitins f hat e ill teah and h e ill teah it. dularizatin f ntent helps us t d it effiiently.

asynhrnus, nline lassr als see t fster the use f qualitative and self-assessent ethds. traditinal ays f judging students' learning ill need t be re-thught in light f these preferenes. fr exaple, all jiu exas are pen bk exas. ninety perent f assessents used in ur urses are qualitative assessents suh as essays, researh and psitin papers, nline disussins, artile revies and grup prjets.

hat d e gain thrugh ipleenting all these hanges? e eper students t take ntrl ver their n learning. i ill talk re abut it in y next pint. pssibly, re insight int students needs ill all us t ustize ur teahing, t enurage re student partiipatin, re ritial thinking and re questining f knledge priniples.

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TEACHING ONLINE (下)ONS IN WHAT WE ARE REALLY CHANGING BY

hanges in faulty rles e uld be flish nt t aknledge that there is pedaggy ebedded in nline tehnlgies that e use t teah. fr exaple, ne f the st signifiant hanges that ur in nline teahing is the hange in the rle played by faulty. the faulty n
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