Blended learning is no longer a new mode of course delivery. It has grown in popularity since early 2000s, and grown even more rapidly amid COVID-19 pandemic. Most of the adoption, thus far, have occurred at the teacher-level. However, interestingly, more frequent initiatives for institutional adoption have been emerging. But why?
“ކޮންމެ ދުވަހަކު ކިލާހުގައި މުދައްރިސާ ބައްދަލުނުވެ ކިޔަވާ ދަރިވަރުންގެ ފެންވަރެއް ނުހުރެއެވެ. އޮންލައިން ކިޔަވައިދިނުމަކީ މަތީތައުލީމު ހަލާކުވާ ކަމެކެވެ. މިގޮތަށް ކިޔަވާ ދަރިވަރުން ސަނަދު ހޯދަނީ އެހެން މީހުން ލައްވައި މަސައްކަތް ކުރުވައިގެންނެވެ. މިފަދަ ކިޔެވުން މެދުވެރިކޮށް ފަންނީ ދާއިރާތަކުގެ މީހުން ތަމްރީނު ކުރުމަކީ ކުރަން ހެޔޮވާވަރުގެ ކަމެއް ނޫނެވެ. އެއީ ކޮންމެ ދުވަހަކު ކިލާހުގައި މުދައްރިސާ ބައްދަލު ނުވެ، ދަރިވަރުންނަށް އުނގަންނައި ނުދެވޭނެތީއެވެ.”
I have met many teachers, both pre and in-service, who had relatively strong attitude of opposition toward integration of technology into classroom. Given the pervasiveness of digital technology in almost any part of our lives, some of you may find it hard to believe. Well, I am not! There are some real reasons behind this resistance.
The World Economic Forum has estimated that globally, over 1.2 billion children were out of the classroom due to the restricted physical interactions amid COVID-19 pandemic. More significantly, after twenty months, many of these children are still unable to participate in learning the way they used to do pre-pandemic. Kudos to teachers for embracing digital technology to maintain learning continuity during the pandemic. However, the real questions are how could this sudden shift has impacted on the nature of teaching and learning? Are the changes caused by the coronavirus going to be lasting?
Video conferencing tools such as Zoom, Webex, and Google Meet can be some of the frequently used tools by teachers since the beginning of the COVID-19 pandemic. In fact, these tools have been playing a vital role for the continuity of learning for millions of students. Thanks to the advanced technology! However, can we maintain the credibility of the exams that are conducted online?
COVID-19 pandemic has forced teachers to reimage the culture of traditional teaching due to the restricted physical interactions. This has resulted in a whole new level of teacher creativity, and in fact, many of them have been doing some phenomenal work in relation to technology integration in teaching. Kudos to those who stepped out of their comfort zones and walked extra miles to provide learners with more engagement. If you are a teacher who wonders about how to do this, here is some free tools that you can rely on.
އުނގަންނައިދިނުމުގެ މަސައްކަތް ކުރާ ފަރާތްތަކަށް “ޕޯޓްފޯލިޔޯ” މިއީ އައު ލަފުޒަކަށް ނުވާނެއެވެ. އާއްމު މާނައިގައި ޕޯޓްފޯލިޔޯ އަކީ އެއްކޮށް ޖަމާކުރެވިފައިވާ، މަސައްކަތްތަކެކެވެ. މީގެތެރޭގައި އެމީހެއްގެ ވިސްނުމާއި ފިކުރާއި ހުނަރުވެރިކަން ހާމަކޮށްދޭ އެކި ބާވަތުގެ ލިޔުން، ކުރެހުން، ފޮޓޯ، ވީޑިޔޯ ފަދަ ތަފާތު ބާވަތުގެ އެއްޗެހި ހިމެނެއެވެ. ކިޔަވައިދިނުމުގައި ދެވޭ ޕޯޓްފޯލިޔޯ އަކީ މާއްދާއަކާ ގުޅިގެން ވަކި މުއްދަތެއްގެ ތެރޭގައި ދަރިވަރު ކުރި މަސައްކަތް ނުވަތަ ހޯދި ކުރިއެރުންތައް އެއްތަނަކުން ފެންނާނެގޮތަށް ޖަމާކުރެވިފައިވާ ޖަމާކުރުމެވެ. ކިޔަވައިދިނުމުގެ އިތުރުން މިހާރުގެ ބައެއް މަސައްކަތުގެ މާހައުލުގައިވެސް މުވައްޒަފުން ލައްވައި ޕޯޓްފޯލިޔޯ ހައްދުވައެވެ.
“Oh my God! How can I create learner interactions and engagement in my online classes? The remote teaching is killing me! Oh man!”
Are you a teacher having similar thoughts during the current lockdowns? Here is some of my favourite tools that could save your life. They are free and easy to use. More importantly, your students will love them. Give a try!
‘ގަދީމީ ގުރީކު މީހަކަށް މިޒަމާނުގެ ދަތުރުފަތުރާއި މުވާސަލާތުކުރުމުގެ އިތުރުން އުމްރާނީގޮތުން އައިސްފައިވާ ކުރިއެރުން ފެނުނުހިނދު އަޖައިބުވެ އާސޯޚުވެއްޖެއެވެ. ނަމަވެސް ކިޔަވައިދޭ ކިލާހަކަށް އޭނާއަށް ވަދެވުމުން ހަމަޖެހުމުގެ ފުންނޭވާއެއް ލުމަށްފަހު ބުނާނެތެވެ. މިވަދެވުނީ ގެއަށެވެ!’
Cheating, plagiarism, and unauthorised help seeking can be some of the unethical academic behaviours that teachers can experience from their students. In fact, such things are prevalent not only in higher education, but across the education spectrum. This phenomenon has triggered a plethora of research into various aspects of academic dishonesty to understand the reasons and preventive measures. But as individual teachers, how can we tackle this issue?
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