make an interview about on-line classes
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er is hiring that course to accomplish. These goals will be different between and within various credit-bearing and noncredit online courses.
If I had to pick one factor that drives online courses' success, I would say engagement. If a learner is not engaged in the course, their fellow learners, and the educator leading the course, then the learning will not occur.
Q: Regarding the use of technology in education, are there any particular technologies you feel excited about?
A: It is hard to get excited about any educational technologies during COVID-19. Mostly, we all are looking forward to getting back to campus. If COVID-19 has taught us anything, it has shown us the limitations of technology-mediated learning. There is simply no substitute for educators and learners (professors and students) sharing the same physical space for much of what we do in higher education.
I do think that when the COVID-19 public health emergency abates, some aspects of higher education will be stronger than ever. While I am anxious about the pandemic's impact on the financial viability of many schools, I think that we will learn a great deal from this experience. Mostly, I believe that we will see how precious a non-technologically mediated education can be. When we can come together in a physical space, we will make that time as productive and efficient as possible.
So the technologies that I'm excited about will be ones that make face-to-face learning better. In reality, we will see better use of existing technologies for hybrid (or blended) learning. Going forward, I expect that professors will utilize digital platforms to offload much of what had previously occurred in physical classrooms. This means less lecturing and more time for discussing, mentoring and active learning.
Will emerging technologies in mobile learning, adaptive learning platforms and augmented/virtual reality help in this goal? Sure. At least I hope so. But we need to keep in mind that technology is only a tool. We design our learning environments based on our goals (sometimes articulated, often not) for learning. Technology can hinder as much as it can help educators collaborate with learners to reach those
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